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Information literacy lesson plan


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Information literacy lesson plan

  1. 1. V. Ferrari 1 Information Literacy Lesson Plan Velvet Ferrari FRIT 7136 Fall 2011 Instructor: Dr. Stephanie Jones Pathfinder URL for Mrs. Young/Mrs. Ferrari:
  2. 2. V. Ferrari 2Grade: 2ndTeacher: Lora Young – Teacher Velvet Ferrari - SLMSContent Topic: Fiction vs. Non-FictionSTANDARDS FOR THE 21ST CENTURY LEARNER GOALSStandard 1: Inquire, think critically, and gain knowledge.Standard 2: Draw conclusions, make informed decisions, applyknowledge to new situations, and create knowledge.Skill Indicators:1.1.6 Read, view, and listen for information presented in any format(e.g., textual, visual, media, digital) in order to make inferences andgather meaning.2.1.6 Use the writing process, media and visual literacy, and technologyskills to create products that express new understandings.Benchmarks: - Write, draw, or verbalize the main ideas and supporting details. - Create a product with a beginning, middle, and end. - Incorporate writing and oral skills to develop a product or performance.Dispositions Indicator:2.2.4 Demonstrate personal productivity by completing products toexpress learning.Responsibilities Indicator:1.3.5 Use information technology responsibly.Self-Assessment Strategies Indicators:1.4.2 Use interaction with and feedback from teachers and peers toguide own inquiry process.1.4.4 Seek appropriate help when needed.2.4.3 Recognize new knowledge and understanding.3.4.2 Assess the quality and effectiveness of the learning product.
  3. 3. V. Ferrari 3CONNECTION TO LOCAL OR STATE STANDARDSVOCABULARY ELA2R3 The student acquires and uses grade-levelwords to communicate effectively. The studenta. Reads a variety of texts and uses new words in oral and writtenlanguage.d. Determines the meaning of unknown words on the basis of context.ELA2R4 The student uses a variety of strategies to gain meaning fromgrade-level text. The studenta. Reads a variety of texts for information and pleasure.b. Makes predictions from text content.c. Generates questions before, during, and after reading.d. Recalls explicit facts and infers implicit facts.e. Summarizes text content.f. Distinguishes fact from fiction in a text.g. Interprets information from illustrations, diagrams, charts, graphs,and graphic organizers.h. Makes connections between texts and/or personal experiences.i. Identifies and infers main idea and supporting details.j. Self-monitors comprehension and attempts to clarify meaning.n. Uses titles, tables of contents, and chapter headings to locateinformation quickly and accurately and to preview text.o. Recognizes the author’s purpose.p. Uses word parts to determine meanings.q. Uses dictionary, thesaurus, and glossary skills to determine wordmeanings.ELA2W1 The student begins to demonstrate competency in the writingprocess. The studenta. Writes text of a length appropriate to address a topic and tell thestory.b. Uses traditional organizational patterns for conveying information(e.g., chronological order, similarity and difference, answeringquestions).c. Uses transition words and phrases.d. Begins to create graphic features (charts, tables, graphs).h. Pre-writes to generate ideas orally.i. Uses planning ideas to produce a rough draft.
  4. 4. V. Ferrari 4j. Rereads writing to self and others, revises to add details, and edits tomake corrections.k. Creates documents with legible handwriting.l. Consistently writes in complete sentences with correct subject/verbagreement.m. Uses nouns (singular, plural, and possessive) correctly.n. Uses singular possessive pronouns.o. Uses singular and plural personal pronouns.p. Uses increasingly complex sentence structure.q. Uses common rules of spelling.r. Uses appropriate capitalization and punctuation (periods, questionand exclamation marks) at the end of sentences (declarative,interrogative, and exclamatory; simple and compound).s. Begins to use commas (e.g., in a series, in dates, after a friendly lettergreeting, in a friendly letter closure, and between cities and states), andperiods after grade-appropriate abbreviations.t. Uses a variety of resources (encyclopedia, Internet, books) to researchand share information on a topic.u. Recognizes appropriate uses of quotation marks.v. Uses the dictionary and thesaurus to support word choices.ELA2W2 The student writes in a variety of genres, including narrative,informational, persuasive, and response to literature.The student produces informational writing that:a. Captures a reader’s interest.b. Begins to sustain a focused topic.c. Includes the appropriate purpose, expectations, and length for theaudience and genre.d. Adds facts and details.e. Uses organizational structures for conveying information(chronological order, similarities and differences, questions andanswers).f. Uses graphic features (charts, tables, graphs).g. Uses a variety of resources (encyclopedia, Internet, books) to researchand share information on a topic.h. Develops a sense of closure.i. May include pre-writing.
  5. 5. V. Ferrari 5j. May include a draft that is revised and edited.k. May be published.ELA2LSV1 The student uses oral and visual strategies to communicate.The studenta. Interprets information presented and seeks clarification whenneeded.b. Begins to use oral language for different purposes: to inform, topersuade, and to entertain.c. Uses increasingly complex language patterns and sentence structurewhen communicating.d. Listens to and views a variety of media to acquire information.e. Increases vocabulary to reflect a growing range of interests andknowledge.AASL -Standard 1 - Inquire, think critically, and gain knowledge.1.16 - Read, view, and listen for information presented in any format(e.g., textual, visual, media, digital) in order to make inferences andgather meaning.1.3.5 - Use information technology responsibly.1.4.2 - Use interaction with and feedback fro teachers and peers toguide own inquiry process.1.4.4 - Seek appropriate help when needed.Standard 2 - Draw conclusions, make informed decisions, applyknowledge to new situations, and create new knowledge.2.1.6 - Use the writing process, media and visual literacy, andtechnology skills to create products that express new understandings.2.2.4 - Demonstrate personal productivity by completing products toexpress learning.2.4.3 - Recognize new knowledge and understanding.Standard 3 - Share knowledge and participate ethically andproductively as members of our democratic society.3.4.2 – Assess the quality and effectiveness of the learning product.
  6. 6. V. Ferrari 6OVERVIEW:The 2nd grade students in Mrs. Young’s class are beginning their unit oninformational writing. They will then do some research on an animal oftheir choice using nonfiction books and web sites. Finally, using theirlibrary research findings, they will write a fictional story and create aninformative Power Point presentation in their classrooms.FINAL PRODUCT: Students will complete an informational PowerPoint and write a fictional story.ASSESSMENT*Product: SLMS and teacher will assess the Power Point for correctinformation from the online resources and added information from theprint resources using a rubric.*Process:SLMS and teacher observe the students as they use resources,write down facts, and use Power Point.*Student Self-Questioning: - What sources should I use? - How do I locate the correct sources? - Did I take proper notes and do I have enough? - Do I have all the required information? - Did I check over my work? - Did I save my PowerPoint correctly as my name? -Did I ask for help when I needed it?INSTRUCTIONAL PLAN*Resources students will use:
  7. 7. V. Ferrari 7  Online subscription databases  Web sites  Books  Reference  Nonprint  Other (list):INSTRUCTION/ACTIVITIES  Direct Instruction: To introduce the difference between fiction and nonfiction, the SMLS will help the students link the concepts to ones students already know: “make-believe” and “true.” Have a flip chart prepared with these known words listed at the top of a T-chart, with space enough to all the synonyms, “fiction” and “nonfiction,” and “fake” and “non fake.” Engage the students by asking them to share what they know about fish. List the facts in the “true” column on the flip chart. Then, ask students to imagine that they had a pet fish that was magic. Have them share their ideas about what their magic fish would be able to do, and write them on the flip chart under “make believe.” Talk about the difference between nonfiction and fiction referring to their lists as things they might read about in the different kinds of books, and give them “fake”/”non fake” mnemonic to help them remember the new words and their meanings. Make sure to point out the different areas of the library where they can find these different kinds of books.  Modeling and Guided Practice: The main learning activities require students to think about these new concepts applied to several novel examples. They’ll first do this in a group. The SMLS will read a fiction and nonfiction book about fish, following each with a discussion with the students, in which they are asked to consider whether the book is fiction or nonfiction and the reasons why they think so. This will generate lists of features of each type of book, which the SMLS will record on a new T-chart that can be posted in the library
  8. 8. V. Ferrari 8 for reference.  Independent Practice: On a different day, students will continue to practice the newconcepts they’ve learned, but a little more independently. When they arrive in the library, the SMLS will begin by reminding students of the difference between fiction andnonfiction, referring to the example fish books used last time and referring to the T-charts created during the previouslesson. The SMLS will then explain the “Mixed Bags” assignment, in which pairs of students receive a bag containing a pair of books: a fiction and a nonfiction book about the animal they selected to learn more about in their class. Their task is to work together to decided which book is fiction and which is nonfiction, and record their responses and their reasons on a T-chart worksheet (see Resources). Once students complete theworksheet, one student from each pair will share with the classthe T-chart they created. Now that students know that they can find facts in nonfiction books, they can begin researching their animals. The class will start with the teacher reminding students about the writing assignments, which they will do in the classroom, and telling them that they will get ready for their project today by learning more about their animals. As a review, she will ask them, “Sinceyour goal is to find facts about your animal, should you look atthe fiction book or nonfiction book for information?”Students will then work with their partners and the SMLS andteacher to find information about their animal from two sourceselected in advance by the teachers: the nonfiction book fromthe mixed bags activity )this should increase confidence givenits familiarity), and a web page featuring their animal (SeeResources for suggested web pages). Each pair of students willbe given a note taking guide, on which they will fill ininformation that will be required for their informative(nonfiction) PowerPoint presentations (e.g., where the animallives, what they eat, what they look like, what kind of coveringdo they have, how they move, and two other interesting facts).
  9. 9. V. Ferrari 9  Sharing and Reflecting: At a later time, in the classroom, their teacher will provide them with templates to use to create their PowerPoint presentations (created by the SMLS) and their fictional stories. They will be required to share their PowerPoint presentations with their classmates as part of their science unit on animals.Modifying the Assignment:  One-on-one help
  10. 10. V. Ferrari 10Self-Assessment Rubric Name __________________________ Yes NoDid I take propernotes and do I haveenough?Did I check over mywork?Do I have all therequired information?Did I save myPowerPoint correctlyas my name?Did I ask for helpwhen I needed it?
  11. 11. V. Ferrari 11Reflection of BOTH lesson and collaboration:The collaboration with Mrs. Young was easy and informative. Since weboth teach 2nd grade, finding time to meet was easy. We usually metduring our planning time. Mrs. Young decided on the topic of the lessonand what she required from the students. It was up to me, as the SMLS,to come up with the necessary lessons, activities for the students, andthe template for their PowerPoint. Mrs. Young was in charge ofoverseeing their fictional stories.The class was wonderful! They were very well behaved and interestedin learning. Having enough time to thoroughly teach the lessons was abonus. We did not have to rush through the lessons. Since the studentsalready had some background with T-charts helped the lesson runmore smoothly. We ran into a little trouble when it came time toactually type their information into the PowerPoint.The media centeronly has 8 computers and we had 10 groups, so 2 groups had to work inthe classroom with Mrs. Young. Since the groups already had theirinformation sorted through, time was not a huge issue. The issue camewith actually typing. These students do not know how to type correctly,most of them used the “pecking” method. With this being said, this parttook more time than we allowed for. Overall, I feel that the lesson wentwell. I was very pleased with the majority of the PowerPoints andfictional stories. More importantly, the students were able to locate thenecessary information for their PowerPoint and story.