Information Literacy Lesson Plan<br />JoAnna Blair Young<br />FRIT 7136<br />Fall 2010<br />Instructor: Dr. Repman<br />Pathfinder URL for Mr. Bishop: https://sites.google.com/site/historicalfigurespathfinder/<br />GRADE: 1st TEACHER(S): Travis Bishop<br />CONTENT TOPIC: Historical Figures of America<br />STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS <br />Standard: <br />Standard 1: Inquire, think critically, and gain knowledge.<br />Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.<br />Skills Indicator(s): <br />1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.<br />2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.<br />Benchmark(s): <br />- Write, draw, or verbalize the main idea and supporting details.<br />- Create a product with a beginning, middle, and end.<br />- Incorporate writing and oral skills to develop a product or performance.<br />Dispositions Indicator(s): <br />2.2.4 Demonstrate personal productivity by completing products to express learning.<br />Responsibilities Indicator(s): <br />1.3.5 Use information technology responsibly.<br />Self-Assessment Strategies Indicator(s): <br />1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.<br />1.4.4 Seek appropriate help when needed.<br />2.4.3 Recognize new knowledge and understanding.<br />3.4.2 Assess the quality and effectiveness of the learning product.<br />CONNECTION TO LOCAL OR STATE STANDARDS <br />SS1H1 The student will read about and describe the life of historical figures in American history. <br />a. Identify the contributions made by these figures: Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration), Harriet Tubman (Underground Railroad). <br />OVERVIEW: <br />The 1st grade students of Mr. Bishop’s class have been reading nonfiction texts on the contributions of Thomas Jefferson, Lewis and Clark with Sacagawea, and Harriet Tubman to America. Social studies standards are incorporated into language arts by these nonfiction texts. The students have worked on vocabulary on these figures as well as completed graphic organizers that give information about each one. Mr. Bishop now would like to do a final assessment that encompasses all of the historical figures. He has asked that I help with this by giving them instruction on using resources to find information on the figures to be added to a PowerPoint presentation.<br />FINAL PRODUCT: Students complete a SLMS-created PowerPoint mini-book that explains the contributions of the historical figures.<br />LIBRARY LESSON(S): The students will use a SLMS-created wiki for directions and use pulled resources to find information on 3 important historical figures and display that information in a mini-book created in PowerPoint.<br />ASSESSMENT <br />• Product: SLMS and teacher assess the mini-book looking for correct information inserted in the blanks from the online resources and added information from the print resources using a rubric. <br />• Process: SLMS and teacher observe the students as they use the resources, write down facts, and use PowerPoint.<br />• Student self-questioning: <br /><ul><li>Did I open the PowerPoint from the wiki website?
Did I ask for help when I needed it?</li></ul>INSTRUCTIONAL PLAN <br />• Resources students will use: <br />-17843590170226949099695320294090170387921590170Online subscription database(s) Web sites Books Reference <br />2593340103505735965103505-168910103505 Nonprint Periodicals/newspapers Other (list): <br />INSTRUCTION/ACTIVITIES<br />Direct instruction: Once the students are settled in the Media Center, the SLMS reviews what the students have been learning on the historical figures by holding up a book of each one and reminding the students what they have been learning in Mr. Bishop’s class. The SLMS tells the class that they will be making a mini-book on the 3 people they have been learning about and will get to use the computer and internet. <br />Modeling and guided practice: The SLMS has the wiki pulled up on a projector from http://jbyoung.pbworks.com/w/page/32558967/Historical-Figures-Activity so that all can see. She goes over the content on the wiki and demonstrates how to use the links and navigate through each one. Once the PowerPoint is pulled up, she demonstrates how to create the mini-book by typing in information found from the sources. She shows the students how to use the links to gather information on each historical figure by using a fact sheet to write down the information. Then, she inserts the info on the PowerPoint. Also, she demonstrates adding information from print resources as well as saving the presentation. Q and A session follows to make sure the students understand the process. <br />Independent practice: The SLMS leads the students across the hall to the computer lab. They will go to the computer stations where this wiki web page will be displayed on the screen, http://jbyoung.pbworks.com/w/page/32558967/Historical-Figures-Activity. Students will create their own mini-book by finding information about their historical figures from print and web resources. The media clerk, teacher, and SLMS will be observing students and providing help when needed such as navigating through sites, using PowerPoint, and reading the content from resources.<br />Sharing and reflecting: Students share what they liked about the lesson and what they found to be difficult. The SLMS writes these down on a whiteboard under the labels “Like” and “Did not like”. The students will take their mini-books home to share with their parents.<br />Modifying the assignment:<br />One-on-one help<br />Historical Figures Mini-Book Rubric<br />Student_______________________<br />5 points3 points0 points2266951968500Mini-book has your name under the title.2647954699000Your name is in the wrong place.1885951968500Mini-book does not have your name2254253238500All of the blanks are filled in with the right information.2654303238500Some of the information in the blanks is right.1885953238500None of the information in the blanks is right.22606095885001 extra sentence was added to each slide for each person.2647957048500Some slides had an extra sentence but not all.1885957048500Nothing was added to the slides.2266955715000Mini-book was saved with your name.2647955715000Mini-book was saved by wrong name.1885957048500Mini-book was not saved.<br />Self-Assessment Rubric Name ___________________<br />YesNoDid I open the PowerPoint from the wiki website?Did I type my name on the 1st slide?Did I read all the information from the websites?Did I put the correct information in the blanks on the correct person’s slide?Did I get books from the table on each person to read?Did I add 1 sentence to each slide from the information in the books?Did I check over my work?Did I save my PowerPoint correctly as my name?Did I ask for help when I needed it?<br />Reflection<br />The collaboration for the lesson was mostly through email. Whenever Mr. Bishop would have a free moment at school, we would communicate about the lesson through email or phone. Getting things planned and underway went surprisingly smoothly. He is a very laid back but awesome teacher. He was very flexible and understanding about the assignment and the timing of teaching the lesson. I had hoped to meet and discuss the lesson further but it didn’t work out. If I was a teacher at his school it may have been easier to get together during planning, but I could not work it out to come during that time. <br />This class was great! The behavior was right on target; however, Mr. Bishop helped in this. I started out in the Media Center. The modeling of how to create the PowerPoint went slower than I had planned. As I was going through the directions, I was worried the students would forget it all when set out to do their mini-books. I made sure after each step to ask if they had questions. I had planned to ask questions at the end but wanted to make sure the students understood each step before proceeding, so that took extra time as well. <br />The library only has 6 computers so I had to take the students across the hall to the computer lab where there are enough computers for every student. Kids will be kids and we had a little trouble in the beginning deciding where to sit, as the kids argued over who would sit by who at computers. That was settled pretty quickly so onward we went. I felt pretty well organized—had the wiki pulled up on every screen as well as had a copy of the self-assessment at each seat. We started with me explaining the self-assessment sheet and what they needed to do with it. I read the wiki aloud, and tried to keep everyone together for pulling up the PowerPoint and resources. The teacher, the media clerk, and I walked around to help the students and keep them on track. One thing the students had trouble with is navigating back and forth from one window to another. This was actually a huge issue. Thankfully, there were enough helpers in the room to aid the students with this, although it took away time for them to work on the PowerPoint. I realized it would have been beneficial to have done a lesson beforehand on the basics of using multiple sites and PowerPoint. Travis told me their computer abilities prior and I thought they could handle this lesson. It was easy for some and not so much for others. Using PowerPoint was actually easy for them. Most of them could type in their information and change from slide to slide without help. I really like the layout of PowerPoint; it is pretty easily managed with elementary students. Several students did have trouble with saving the presentation but I had anticipated that so the adults aided with that and it wasn’t a big problem.<br />It was difficult to keep the students on track with the self-assessment. They were so excited to be working on the computers that they would lay it down and forget to check off what they had done. It was a task to keep them reminded to use it. <br />With the hiccups, this class did last a lot longer than anticipated and thankfully Mr. Bishop was flexible in letting the students have more time and the few that didn’t finish were able to finish the next day since we saved those on a flash drive to take back to the classroom. <br />I felt the lesson went well considering this was the first ever information literacy lesson I have taught. I have collaborated with teachers before but mostly in the same grade level. Collaborating with someone that I do not work with was a bit challenging but our way of collaboration worked. <br />-83185153035<br />Results of grades on Mini-Book Rubric:<br />75%--100 <br />15%-- 90<br />10%--80<br />