Information Literacy Plan<br />Lee Ann Pittman<br />FRIT 7136<br />Dr. Stephanie Jones<br />Fall 2009<br />Pathfinder URL<...
Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate ...
Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magaz...
Uses the features of text (e.g., index, table of contents, guide words, alphabetical/numerical order) to obtain and organi...
Demonstrates basic keyboarding skills and familiarity with computer technology (e.g., software, memory, disk drive, hard d...
Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull ...
Uses a thesaurus to identify alternative word choices and meanings.</li></ul>Lesson Understandings<br />Students will unde...
Now let’s look at our cheat sheet and discuss citing encyclopedia articles.  the dry erase board.)
Small groups are given an encyclopedia and have to cite an article from the one they have been given.  (Locate the article...
Today we are going to look at citing magazine articles and website articles.
 Have the class break out into small groups as assigned.  Remind students that they must have their cheat sheets.
Locate the magazine source on the cheat sheets.  Discuss information needed.
Give each group a magazine- open the magazine to a previously assigned magazine article.  The group will then cite the art...
Discuss magazine citations, do one on the Smart Board with the class.
Locate the website source information on the cheat sheet.  Discuss the information needed.
Emphasize the difference in the “page title” and “web site title.”
Give small groups the article entitled “Florida Panther” taken from the Defenders of Wildlife page.
Students cite the source.
Discuss webpage citation and write on Smart Board.
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Information literacy plan1

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Information literacy plan1

  1. 1. Information Literacy Plan<br />Lee Ann Pittman<br />FRIT 7136<br />Dr. Stephanie Jones<br />Fall 2009<br />Pathfinder URL<br />http://bibliography-copyright.wikispaces.com/<br />Title of the Lesson:Bibliographies and CopyrightGrade Level: 5th GradeCurriculum Area:Language ArtsTime Frame3: 40 minute class periods<br />Overview of Bibliographies and Copyright<br />This unit is designed for a 5th grade class. The teacher has assigned research topics and the students are prepared to begin the process of locating information. The research topics focus on animal and plant life in different stages. The students are required to make an informational book with facts about their specific topic. <br />After spending some time with the 5th grade teacher, we determined that collaborating on a lesson about bibliographies and copyright would be relevant. The teacher will continue to work with students and teach them about animal and plant life and the media specialist will help them learn how to cite a source and use their own information.<br />Stage 1- Desired Results<br />Content Standards:<br />Information Literacy Standards for the Lesson:<br /> Indicator 3.1.6: Use information and technology ethically and responsibly.<br />Grade 5 <br />-Demonstrate understanding of plagiarism by paraphrasing information or noting direct quotes.<br />-Understand that authors and illustrators own their writings and art, and it is against the law to copy their work.<br />-Credit all sources properly with title, author, and page number.<br />-Observe Web safety procedures including safeguarding personal information.<br />-Practice responsible use of technology and describe personal consequences of inappropriate use.<br />-Respect privacy of others (email, files, passwords, book checkout, etc.).<br />5th Grade GPS Standards for the Unit:<br />ELA5W3: The student uses research and technology to support writing. The student <br /><ul><li>Acknowledges information from sources.
  2. 2. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant information
  3. 3. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, and newspapers) as aid to writing.
  4. 4. Uses the features of text (e.g., index, table of contents, guide words, alphabetical/numerical order) to obtain and organize information and thoughts.
  5. 5. Demonstrates basic keyboarding skills and familiarity with computer technology (e.g., software, memory, disk drive, hard drive).
  6. 6. Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull down menus, word searches, thesaurus, and spell check).
  7. 7. Uses a thesaurus to identify alternative word choices and meanings.</li></ul>Lesson Understandings<br />Students will understand that:<br />-Copyright and the legal issues surrounding this topic.<br />-Locating and understanding the CIP page in a book<br />-The definition of Verso.<br />-Students will understand how to prepare a bibliography.<br />-Students will learn research skills through World Book Online and http://jointhecteam.com<br />Lesson Essential Questions<br />Why is it important to cite your source if information is gathered from books, articles, internet, or any source of media?<br />What is the most accurate way to cite a source?<br />Lesson Knowledge and Skills<br /><ul><li>KnowledgeStudents will know:How to cite a source correctly.The definition and severity of copyright infringement.SkillsStudents will be able to:-Discuss what a bibliography is.-Have and understanding of copyright, plagiarism, CIP page, and Verso.</li></ul>Lesson Materials and Equipment<br />-ELMO projector<br />-Handouts<br /> Copyright Skit<br /> Bibliography Cheat Sheet<br /> -Laptop for Power Point presentation<br />-Smart Board<br />-At least 15 computer stations for students to begin their research<br />Lesson Procedures/Activities<br />(3-day, 40 minute lessons created for 5th grade students at Gum Springs Elementary School by Lee Ann Pittman)<br />Day One:<br />-Copyright Skit (skit performed by 5th grade students) Script attached<br />-Begin with Power point Presentation, discuss all slides and notes <br />-Let’s do an example together.<br /> (Place a novel’s CIP page under the ELMO and locate necessary information. Create a citation on the dry erase board. Answer any questions students might have.)<br />-Now it’s your turn!<br />- Each student chooses a novel from his/her desk.<br />- Locate the CIP page.<br />-Using the “Preparing a Bibliography” cheat sheet, create a citation for <br />that book. (Students should be asked to write a citation on the back of <br /> the cheat sheet.) <br /><ul><li>Answer questions students have as they complete this task.</li></ul>Day 2<br />-Review key topics discussed during day 1.<br />- Bibliography vs. Reference Page<br />- Copyright<br />- Plagiarism<br />- CIP Page<br />- Verso<br />- Students take out their “Preparing a Bibliography” cheat sheets.<br />- Yesterday we practiced citing a source. What kind of source did we cite? <br />- Today, we will practice citing source in small groups. The class will break into 7 groups.<br />- Though you will be working in small groups, every person is expected to <br />write the citations down on the back of the cheat sheets. You will be <br /> adding to these citations so write small enough so several can fit on a <br /> page.<br /><ul><li> Encyclopedia 2009 example: Classifying Amphibians, Face to Face with Caterpillars, Why am I a Fish? Classifying Birds, Plant Classification, Why am I a Mammal? These books were chosen because the fifth grade will be doing research topics in these particular areas.
  8. 8. Now let’s look at our cheat sheet and discuss citing encyclopedia articles. the dry erase board.)
  9. 9. Small groups are given an encyclopedia and have to cite an article from the one they have been given. (Locate the article by opening the encyclopedia up anywhere and choose a topic quickly.)</li></ul>Day 3<br /><ul><li>Yesterday we practiced citing a nonfiction book and an encyclopedia article.
  10. 10. Today we are going to look at citing magazine articles and website articles.
  11. 11. Have the class break out into small groups as assigned. Remind students that they must have their cheat sheets.
  12. 12. Locate the magazine source on the cheat sheets. Discuss information needed.
  13. 13. Give each group a magazine- open the magazine to a previously assigned magazine article. The group will then cite the article. I will use seven issues of National Geographic Kids.
  14. 14. Discuss magazine citations, do one on the Smart Board with the class.
  15. 15. Locate the website source information on the cheat sheet. Discuss the information needed.
  16. 16. Emphasize the difference in the “page title” and “web site title.”
  17. 17. Give small groups the article entitled “Florida Panther” taken from the Defenders of Wildlife page.
  18. 18. Students cite the source.
  19. 19. Discuss webpage citation and write on Smart Board.
  20. 20. We’ve got our citations, now what?
  21. 21. Show examples of bibliography and discuss the arrangement of the citations and the reverse indent.
  22. 22. Place a student’s paper (the back of the cheat sheet where they have written their citations.) As the class discusses the arrangements of the citations.
  23. 23. Show www.worldbookonline resource. Highlight the following areas within world book student:
  24. 24. One the Home Page- “Research Tools”
  25. 25. Citation Builder (they can use this if the cheat sheet is misplaced by simply typing in the information and the citation will automatically build for you.)
  26. 26. Open and example article within the website and show students how to scroll to the bottom of each article, World Book Online automatically generates the citation- “How to cite this article”
  27. 27. Show students the “Join the C Team” poster (each fifth grade teacher has been given one) and the brochures. Remind them of the importance of citing sources and giving credit where credit is due. Pass out brochures to each student. http://jointhecteam.com/
  28. 28. The teacher will assign research topics and students begin locating necessary information. The media specialist at this point serves as a support with locating print and non-print materials as well as answer questions concerning bibliographies. The end result of this project is that each fifth grade student will create an animal or plant informational picture book.</li></ul>Lesson Assessments<br />1. On Day 1 students are handed the “Preparing a Bibliography” Cheat Sheet. This sheet will be used in lesson throughout the next three days to assess students are their ability to understand citation.<br />2. On Day 1 students are asked to locate the CIP page in a novel and then to create a citation from this novel using the bibliography cheat sheet.<br />3. On Day 2 students will be assessed in a group setting. Each group will receive books related to topics related to the unit they are currently studying. They will then take out their cheat sheets again and work on citing the books and asking questions related to the exercise.<br />4. On Day 2 they will also be assessed on citing encyclopedia articles. Small groups will be given an encyclopedia and then asked to cite an article within the book.<br />5. On Day 3 students will be assessed on citing magazines and website articles.<br />6. Small groups will be given issues of National Geographic Kids. They will then be asked to cite articles in the magazines.<br /> 7. Small groups will then be taken to computer stations and asked to go to www.worldbookonline.com. The media specialist will demonstrate on the smart board how to cite a website and then the students will do the same. <br />Reflection<br />This lesson has taught me so much. I am not a classroom teacher so being in a school and going through the process of putting together a collaboration lesson was the ultimate learning experience. I started the process by contacting the principal and media specialist in order to get approval inside the school. Once I had the o-k, we began to discuss what grade level would be best. I really wanted to work with the older students because I felt this age group could really understand 21st century learning skills on an advanced level. I started working with a fifth grade teacher. We met on four separate occasions. Teacher A was more than happy to meet with me after school to discuss out collaboration. She has been teaching a unit on amphibians, reptiles, and birds. We decided that this would be an ideal time to incorporate a lesson on copyright and bibliography. Teacher A was going to require some research along with a book project at the end of this unit.<br />Teacher A was going to continue to teach her lessons on amphibians, reptiles, etc, and I would teach three consecutive days on bibliography and copyright. I was in charge of my portion of the class. I provided students with handouts, magazines, computer research and information. The students responded very well to the group activities and enjoyed working together as well as on the computers. They also enjoyed the pathfinder. I think this is the first time many of them had used one before and it made things easier and much more helpful for them.<br />I believe this unit was a success. Teacher A felt that other fifth grade teachers would really like to use this unit and the current media specialist agreed. The feedback I received was very positive and I look forward to being in a school system in the future.<br />Copyright Skit<br />I.M. Honest vs. Cheatum A. Lot<br />Bailiff: (Loudly) Order in the court! Order in the court! Calling Court Case Number 109C, Cheatum A. Lot versus I.M. Honest. Your Honor, this is a plagiarism and copyright case.<br />Judge: The parties involved will step up to the front tables. Let’s start with the plaintiff, I.M. Honest. What seems to be the problem?<br />Honest: Your Honor, Cheatum A Lot has stolen my story my story. He erased my name off the cover of my book and put my own name on the page. He then sold those books at Books For a Buck. He stole my story!<br />Lot: (Interrupting) I did not steal your story! You can’t prove it because I didn’t use an eraser.<br />Judge: Mr. Lot! Enough! You will not yell out in my courtroom. You will have a chance to tell your story. Mr. Honest, please continue.<br />Honest: As I was saying, Cheatum stole my story. I can prove it.<br />Lot: How can you prove it? You didn’t see anything.<br />Judge: I am warning you, Mr. Lot. No more outbursts! Mr. Honest, p lease continue.<br />Honest: I have a copy of the story I wrote and gave to my publisher using the computer and a copy of the book with Cheatum’s name. They are exactly the same.<br />Judge: I see. Let’s give this book to the defendant, Mr. Lot, and let him see it.<br />Bailiff: Here is the book.<br />Judge: Mr. Lot, is this your book?<br />Lot: Yes, Your Honor. It is my book. I wrote it. No one helped me. It is my book, and he can’t prove it isn’t.<br />Judge: Calm down. Is this the book you were selling in the store Books For A Buck?<br />Lot: Yes.<br />Judge: How much did the book cost?<br />Lot: It sold for $1.00<br />Judge: How many copies did you sell?<br />Lot: I sold 10 copies<br />Judge: So you made $10.00<br />Lot: Yes<br />Judge: Why don’t you read the first paragraph of your book?<br />Lot: It was a bright day with the sun shining all around. The duck was sitting by the pond when the dog splashed into the water and scared the yellow duck.<br />Judge: Fine, thank you, Mr. Lot. Now, Mr. Honest, could you please read your first paragraph?<br />Honest: It was a bright day with the sun shining all around. He duck was sitting by the pond when the dog splashed into the water and scared the duck.<br />Judge: It sounds the same to me. How do I know which one came first and is protected by Copyright Law?<br />Honest: You could check the copyright dates on the copyright page.<br />Judge: Good idea.<br />Honest: My copyright date is 2000.<br />Lot: My copyright date is 2002.<br />Judge: Would you like to explain, Mr. Lot? It looks as if you have committed plagiarism. Your paragraphs match and your copyright date is later.<br />Lot: I guess I am caught. I used the computer to change my name on the book. I then sold my book so I could be a famous author. I thought if I just changed a few words it would be o-k.<br />Judge: No, Mr. Cheatum A Lot. It is wrong to copy another person’s work and pretend it is yours. We call that plagiarism. This means you need to do your own work. If you do use part of someone’s work, you need to give that person credit by using a bibliography.<br />Lot: So I only plagiarized. I still didn’t break the copyright law.<br />Judge: Yes you did. Webster defines copyright as “the legal right to be the only one to reproduce, publish, and sell the contents and form of a literary, musical, or artistic work.” You copied the work.” You copied the book, made copies then sold them at Books For a Buck. You broke the law.<br />Lot: I am sorry. What will happen to me now?<br />Judge: You need to apologize to Mr. Honest and give him the $10.00 you made from Books For a Buck. Next time do your own work.<br />Lot: I will. I am sorry, Mr. Honest. I won’t do it again.<br />Honest: I hope not.<br />Bibliography<br />Merriam Webster Intermediate Dictionary. (1994). Springfield, Massachusetts: Merriam-Webster Inc.<br />Created By: Hanover County Public Schools Elementary Library Media Specialist (Ashland, Virginia)<br /> Power Point Presentation for 5th Grade Class<br />

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