Collaborative Unit-Information Literacy


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Collaborative Unit-Information Literacy

  1. 1. JoAnna Blair Young—Information Literacy Collaborative UnitTitle of Unit Money Master Grade Level 1stCurriculum Area LA/ Math/ Inf. Lit. Length of Unit 3 lessons @ 50 min. eachPathfinder URL: Stage 1—Desired ResultsEstablished Goals:M1N1. Students will estimate, model, compare, order, and represent whole numbers up to 100.e. Exchange equivalent quantities of coins by making fair trades involving combinations of pennies, nickels,dimes, and quarters up to one dollar; count out a combination of coins needed to purchase items up to onedollar.ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-leveltext. The studenta. Reads and listens to a variety of texts for information and pleasure.b. Makes predictions using prior knowledge.f. Makes connections between texts and/or personal experiences.g. Identifies the main idea and supporting details of informational text read or heard.h. Self-monitors comprehension and rereads when necessary.AASL Standards for the 21st Century Learner1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) inorder to make inferences and gather meaning.Understandings: Essential Questions:Students will understand that…  How is money made?  Money is important to US citizens  Why do we need to know how to count  When you pay for something you have money? to count your money and make sure  Why do we need to take notes and read you have the correct amount. more than once?  Taking notes and reading more than once can help understand what we are reading.  To count coins, you will may need to count by 1s, 5s, 10s, and 25s.Students will know… Students will be able to…  How coins and bills are made  Count coins  The value of coins and bills  Gather meaning from text, video, and  Money is made at the US Mint in games Washington DC.  Use strategies to comprehend text and  Taking notes helps comprehension media  Reading more than once helps comprehension Stage 2—Assessment EvidencePerformance Task: Other Evidence:You are now hired as the Money Master at Money R Observation of note-takingUs. You have to know how money is made, how to Observation of computer activitiescounty money, especially coins, and know how touse money to buy goods. You will have to participatein activities involving money in order to be trainedfor your new job. (Rubric for this task is at thebottom of this lesson plan).
  2. 2. JoAnna Blair Young—Information Literacy Collaborative Unit Stage 3—Learning PlanLearning Activities:Day 11. Go over the performance task.Introduce book by asking students if they have ever hadtheir faces painted. Get a few responses.2. Hand out sticky notes and pencils to each child.3. Introduce the book, “The Penny Pot” by Stuart J. Murphy.4. Divide students into groups by the characters in the story. There should be a group for:Miguel, Sam, Jonathan, and Annie. Instruct the students to listen for their character andwrite down how much money he/she had for the face painting. Also, write down how muchextra money each person had that got their faces painted. We will add it up before the storyreveals the amount left for Jessie.5. Read “The Penny Pot” and remind students to write on their sticky notes. As reading,urge the students to make connections. Stop at pg. 25 and allow students to calculate howmuch was in the pot to see if Jessie has enough with her 39 cents for a face painting.6. Allow the groups to go to the smart board to show their calculations.7. Finish reading the book to reveal the amount and to see if Jessie got her face painted.8. Go over how note taking helps us remember the story and even helped figure out theending.Day 21. Review briefly the previous lessons. Briefly discuss why coins are important to everyonein the Unites States.2. As a whole group, watch the “Birth of a Coin” video on how coins are made. Read thecaptions at the video plays.3. In the same groups as the 1st lesson, have the students re-watch the video and answerthe questions on the Glogster found at Theymay answer on paper.4. Bring the students back together and go over the answers to the questions and write onSMART Board.Day 31. Watch the video from on a field trip to the money factory, Have students create their own money at this website, Show them as a whole group onthe projector screen how to play the game.3. Have students play these money counting games. (with a partner)
  3. 3. JoAnna Blair Young—Information Literacy Collaborative UnitStudent took the correct notes on the reading of “The Penny Pot”. YES  NO Answered questions from the Glogster on the video, “Birth of a Coin”. YES  NO Used comprehension strategies throughout activities and increased YES comprehension. NO Student completed all tasks and was able to follow directions. YES  NO Student worked cooperatively with their partner. YES  NO Student was able to acquire needed information from the games in order YES to know how to buy goods using coins and counting them correctly. NO 
  4. 4. JoAnna Blair Young—Information Literacy Collaborative UnitResources
  5. 5. JoAnna Blair Young—Information Literacy Collaborative UnitReflectionMy collaboration with Mrs. Combs began with email. We emailed back and forth a bitdiscussing her class and their strengths and weaknesses. We finally got to sit down anddiscuss this unit further. She instantly stated that she knew on previous tests like the CRCT,students had trouble with comprehension. I knew right then that would be a greatinformation literacy skill to use. The MS at Shirley Hills has a chart with all of theinformation literacy skills for each grade. Mrs. Combs suggested that she would love for meto incorporate money somehow. Since this lesson’s main goal is to increase test scores, Itook on the challenge to combine money and comprehension. We also looked at test datatogether that she had from previous years, but she knew from going over the data beforewhat areas students usually missed more questions. Going over the data reminded me ofbeing a teacher and the stress of standardized tests. It made me realize even more that theMS can play a big part in aiding the teachers in working on skills that need improving.Mrs. Barfield, my MS mentor, gave me a few books to look through for possibly using forthe lessons. I read “The Penny Pot” and thought it would work great. Kids go to the schoolfair to get their faces painted and it costs 50 cents. The book goes over how many coinseach had and how many left over after paying which went into a pot for a little girl thatdidn’t have enough money. I thought this book had a lot of great elements. I decided to gowith several comprehension strategies throughout the unit. I wanted to use note takingwith this book using sticky notes. All children love sticky notes. Also I thought all of thestudents could definitely relate to this book and make real-life connections. I found a cutevideo/slideshow on the US Mint Kid’s website. It tells the story of how coins are made. Icreated a Glogster with comprehension questions to go with that and allowed students tocome up to the SMART Board to answer the questions. I would discuss and demonstratethe strategy of going back in the text to look for answers. The last day, the students woulddo fun things such as money games that involved reading text.I have to admit. The first lesson did not go as planned. The students seemed to havedifficulty with understanding what they were to take notes on. They liked getting the stickynotes but the activity with them didn’t go well. I had to help them a lot in understandingwhat to do. I learned a lot myself from this activity. I should have modeled the note takingfirst with an example from the book. I don’t know what I was thinking in not doing this. Wedid use the SMART Board to explain the concept of how much money was in the pot andthat they girl had more than enough to get her face painted. The students did do wonderfulwith making connections with the book. The other days of the unit went as planned. Thestudents had a great time using the SMART Board throughout the lesson. I think it wasmotivation for them to do the activities correctly. I hope that Mrs. Combs found that theinstruction did assist her in her coins unit.