ICDL Lesson Plan


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ICDL Lesson Plan

  1. 1. LMC Project/Activity/Lesson PlanProject/Activity/Lesson Title: Product:International Children’s Books as Cultural A link to and summary of a children’s book from theIndicators and the International Children’s International Children’s Digital Library to add to theDigital Library student’s final portfolio for the Immigration Unit.Grade Level: Length of Lesson:7th Grade 45 minutesEssential Questions:What children’s book contained in the ICDLwill best represent our project team’s selectedimmigrant population/country of origin?Vocabulary: digital library, translation, search interface, open source, limiterStudent Goals/Objectives: Teacher Goals/Objectives: LMC Director Goals/Objectives:The student will: The teacher will: The LMC Director will: Learn to navigate the unique  Provide further guidance and  Introduce the ICDL search interface provided by instructions for assembling  Provide instruction in ways of the ICDL the students’ final searching/navigating the Become familiar with the immigration portfolios. American Memory site, with ICDL collection and the  Facilitate group work and special focus on one or two resources contained therein respond to questions collections pertaining to Explore and read digitized immigration children’s books online and  Provide a tool (scavenger select one which best fits with hunt) through which students the goals of their portfolio will explore the collection presentation and find items relevant to their immigration project  Conduct brief discussion of resourceMaterials: Computer lab Instructor’s computer with projector Worksheet handout Ball/Griswold, Collaborative Lesson 1
  2. 2. LMC Project/Activity/Lesson PlanProcess: Instructional Strategies Reminder of project details (teacher) (3 min) (x) indicates applicable instructional strategies o Explain that today we will learn to use Class Discussion the ICDL to create the picture book X Cooperative Grouping/Collaborative Learning component of the project Introduction to the ICDL resource (librarian) Educational Games (5 min) Educational Video o Books from around the world, many of Guest speaker them translated into multiple languages o Free to use (open source) X Guided Practice o Intuitive, innovative search interface Hands-on Experience X designed for young people Model simple search (watch the librarian) (5 X Independent Practice min) Individualized Instruction o Work through the worksheet (ask volunteers to help choose limiters) Integration of Verbal and/or Written Reflection Model simple search (let’s try together) (5 min) Peer Tutoring/ modeling o Work through the worksheet (ask volunteers to help choose limiters) Presentation/Program Model advanced search (watch the teacher) (5 X Problem-solving min) X Student Research o Show multiple ways to get to advanced search Student Self-assessment  Through drop down menu on Teacher Demonstration X home page  To the right of the center icon Teacher Lectures on the home page X Technology Integration  Through bread crumbs on the bottom of the search page o Work through worksheet (ask volunteers to help choose country) Students complete worksheet (simple search and advanced search) (15 min) o Teacher and librarian will walk around to help When they are finished, bring to the teacher to check. When everyone is finished, discuss the resource (5 min) o What did you like/dislike about the ICDL? o When would you use this resource? o How did the search feature compare to other resources that you have used? o Did you learn anything interesting about your country from using the book? Teacher wraps up and reminds them that tomorrow’s class will be in the library again learning about the American Memory resource. (2 min) Ball/Griswold, Collaborative Lesson 1
  3. 3. LMC Project/Activity/Lesson Plan Standards that Relate Directly to LMC Project, Activity or LessonI-SAIL OBJECTIVESStandard 1: Access information efficiently and effectively to inquire, think criticallyand gain knowledge.3. Generates a list of possible resources and determines which are useful7. Finds information within print and/or non-print sources16. Conducts effective searches using electronic resources17. Accesses internet information effectively18. Navigates within print and electronic resources to locate and access informationStandard 2: Evaluates information critically and competently to draw conclusions,make informed decisions, apply knowledge to new situations, and create newknowledge1. Determines authenticity and relevance of print and non‐print information3. Identifies and extracts relevant information in print and electronic resources6. Reads, views, listens to information critically and competently7. Applies evaluative criteria to print and/or non‐print materials to determine theusefulness of the information: relevancy, suitability, authority, objectivity, currency8. Identifies information relevant and essential to the information need9. Works in teams to understand concepts and solve problems.Standard 3: Uses information accurately, creatively, and ethically to shareknowledge and participate ethically and productively as members of our democraticsociety4. Creates a product using technology when appropriate5. Presents, performs or shares information and ideas successfullyILLINOIS STATE LEARNING STANDARDS:English:1.C.3d Summarize and make generalizations from content and relate them to the purposeof the material.3.C.3b Using available technology, produce compositions and multimedia works forspecified audiences.4.B.3b Design and produce reports and multi‐media compositions that represent groupprojects.5.B.3a Choose and analyze information sources for individual, academic and functionalpurposes.5.B.3b Identify, evaluate and cite primary sources.Social Science:16.A.3b Make inferences about historical events and eras using historical maps and otherhistorical sources.16.A.3c Identify the differences between historical fact and interpretation. Ball/Griswold, Collaborative Lesson 1
  4. 4. LMC Project/Activity/Lesson Plan16.C.3a (US) Describe economic motivations that attracted Europeans and others to theAmericas, 1500‐1750.18.B.3a Analyze how individuals and groups interact with and within institutions (e.g.,educational, military).18.C.3a Describe ways in which a diverse U.S. population has developed and maintainedcommon beliefs (e.g., life, liberty and the pursuit of happiness; the Constitution and theBill of Rights).18.C.3b Explain how diverse groups have contributed to U.S. social systems over time.AASL STANDARDS FOR THE 21ST CENTURY LEARNER:1.1.4 Find, evaluate, and select appropriate sources to answer questions.1.1.8 Demonstrate mastery of technology tools for accessing information and pursuinginquiry.1.1.9 Collaborate with others to broaden and deepen understanding.1.2.3 Demonstrate creativity by using multiple resources and formats.1.3.5 Use information technology responsibly.1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiryprocess.1.4.4 Seek appropriate help when it is needed.2.1.2 Organize knowledge so that it is useful.2.1.5 Collaborate with others to exchange ideas, develop new understandings, makedecisions, and solve problems.2.1.6 Use the writing process, media and visual literacy, and technology skills to createproducts that express new understandings.2.2.4 Demonstrate personal productivity by completing products to express learning.2.3.1 Connect understanding to the real world.3.1.2 Participate and collaborate as members of a social and intellectual network oflearners.3.1.3 Use writing and speaking skills to communicate new understandings effectively.3.1.4 Use technology and other information tools to organize and display knowledge andunderstanding in ways that others can view, use, and assess.3.1.6 Use information and technology ethically and responsibly.3.2.2 Show social responsibility by participating actively with others in learningsituations and by contributing questions and ideas during group discussions.3.2.3 Demonstrate teamwork by working productively with others.4.3.1 Participate in the social exchange of ideas, both electronically and in person.4.3.4 Practice safe and ethical behaviors in personal electronic communication andinteraction Ball/Griswold, Collaborative Lesson 1