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INFORMATION LITERACY LESSON PLAN KRISTEN ZOOK

FRIT 7136- KENNEDY FALL 2010

PATHFINDER URL: HTTP://WWW.PAGEFLAKES.COM/KZOOK/

LESSON PLAN

INFORMATION LITERACY LESSON AND PATHFINDER GRADE: 2ND GRADE TEACHER(S): KRISTEN ZOOK AND NOEL OBRIEN CONTENT TOPIC: FAMOUS GEORGIANS (MARY MUSGROVE, JAMES OGLETHORPE, TOMOCHICHI) STANDARDS FOR THE 21ST CENTURY LEARNER GOALS STANDARD: y STANDARD 1: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE BENCHMARK(S): y FORM SIMPLE QUESTIONS AND BEGIN TO EXPLORE WAYS TO ANSWER THEM y ASK I WONDER QUESTIONS ABOUT THE TOPIC, QUESTION, OR PROBLEM y DISTINGUISH BETWEEN FICTION AND NONFICTION BOOKS y SELECT AND USE APPROPRIATE SOURCES, INCLUDING PICTURE DICTIONAIRIES, BEGINNING ENCYCLOPEDIAS, MAGAZINES, MAPS, AND GLOBES TO ANSWER
QUESTIONS

y RECOGNIZE AND USE FACTS THAT ANSWER SPECIFIC QUESTIONS y SUMMARIZE AND RETELL KEY POINTS y USE ONLINE ENCYCLOPEDIAS AND MAGAZINE DATABASES WITH GUIDANCE y LISTEN TO OTHERS WITH RESPECT y SHARE KNOWLEDGE AND IDEAS WITH OTHER THROUGH DISCUSSION AND
LISTENING

DISPOSITIONS INDICATOR(S): y 1.2.1: DISPLAY INITIATIVE AND ENGAGEMENT BY POSING QUESTIONS AND
INVESTIGATING THE ANSWERS BEYOND THE COLLECTION OF SUPERFICIAL FACTS.

y 1.2.2: DEMONSTRATE CONFIDENCE AND SELF-DIRECTION BY MAKING


INDEPENDENT CHOICES IN THE SELECTION OF RESOURCES AND INFORMATION

y 1.2.3: DEMONSTRATE CREATIVITY BY USING MULTIPLE RESOURCES AND FORMATS RESPONSIBILITIES INDICATOR(S): y 1.3.4: CONTRIBUTES TO THE EXCHANGE OF IDEAS WITHIN THE LEARNING
COMMUNITY

y 1.3.5: USE INFORMATION TECHNOLOGY RESPONSIBLY SELF-ASSESSMENT STRATEGIES INDICATOR(S):

y 1.4.2: USE INTERACTION WITH AND FEEDBACK FROM TEACHERS AND PEERS TO
GUIDE OWN INQUIRY PROCESS

y 1.4.4: SEEK APPROPRIATE HELP WHEN IT IS NEEDED y 2.4.1: DETERMINE HOW TO ACT ON INFORMATION (ACCEPT, REJECT, MODIFY) y 2.4.3: RECOGNIZE NEW KNOWLEDGE AND UNDERSTANDING SCENARIO THE SCHOOLS MEDIA SPECIALIST MEETS WITH THE TEACHERS ONCE A MONTH IN THEIR GRADE LEVEL MEETINGS. THE MEDIA SPECIALIST WILL PLAN A UNIT WITH THE SECOND GRADE TEACHERS ON FAMOUS GEORGIANS. CONNECTION TO LOCAL OR STATE STANDARDS y SS2H1: THE STUDENT WILL READ ABOUT AND DESCRIBE THE LIVES OF HISTORICAL FIGURES IN GEORGIA HISTORY. y SS2H1A: IDENTIFY THE CONTRIBUTIONS MADE BY THESE HISTORIC FIGURES: JAMES OGLETHORPE, TOMOCHICHI, AND MARY MUSGROVE (FOUNDING OF GEORGIA); SEQUOYAH (DEVELOPMENT OF A CHEROKEE ALPHABET); JACKIE ROBINSON (SPORTS); MARTIN LUTHER KING, JR. (CIVIL RIGHTS); JIMMY CARTER (LEADERSHIP AND HUMAN RIGHTS). OVERVIEW IN A SECOND-GRADE UNIT ON FAMOUS GEORGIANS, STUDENTS WILL APPLY THE RESEARCH PROCESS IN A MAJOR PROJECT THAT INVOLVES SEVERAL LESSONS. FINAL PRODUCT THE PROJECT CONCLUDES WITH A PHOTOSTORY PROJECT. THE PROJECT WILL INCLUDE RESEARCH ON ONE OF THE FAMOUS GEORGIANS, PICTURES, WRITTEN FACTS, AND A VERBAL PRESENTATION TO THE CLASS. LIBRARY LESSON(S) THE STUDENTS WILL WORK WITH THE MEDIA SPECIALIST IN FOUR SESSIONS. IN THE FIRST LESSON, THE STUDENTS WILL DEVELOP QUESTIONS ON THE PERSON THEY WILL RESEARCH. IN THE SECOND LESSON, THE STUDENTS WILL CHOOSE THE RESOURCES THEY WILL USE TO FIND THEIR INFORMATION. IN THE THIRD LESSON, THEY WILL RECORD THE INFORMATION THEY PLAN TO USE IN THEIR PHOTOSTORY PRESENTATION. THE LAST LESSON IS WHERE THEY WILL LOOK AT THE INFORMATION THEY FOUND AND DECIDE IF IT FITS WITH WHAT THEY ARE LOOKING FOR. ASSESSMENT PRODUCT:

THE MEDIA SPECIALIST AND THE CLASSROOM TEACHER WILL ASSESS THE STUDENTS FINAL PROJECT AND PRESENTATION USING RUBRICS THAT FOCUS ON THINGS LIKE ORGANIZATION, CORRECT INFORMATION, LANGUAGE, AND PRESENTATION. THE STUDENTS WILL COMPLETE A PHOTOSTORY PROJECT ON ONE OF THE FAMOUS GEORGIANS LEARNED IN CLASS AND PRESENT THEIR PROJECT TO THE CLASS. PROCESS: THE STUDENTS WILL USE A GRAPHIC ORGANIZER TO COMPILE QUESTIONS ABOUT THEIR FAMOUS GEORGIAN. THIS WILL HELP THEM PLAN WHAT INFORMATION THEY WILL BE RESEARCHING. THE CLASSROOM TEACHER WILL MONITOR THIS TO ENSURE THE STUDENTS ARE ON THE CORRECT PATH. THE MEDIA SPECIALIST WILL THEN GUIDE THE STUDENTS IN
CHOOSING APPROPRIATE SOURCES AND INFORMATION THAT FIT THE TOPICS ON THEIR GRAPHIC ORGANIZER. THE STUDENTS WILL THEN SEARCH FOR THEIR INFORMATION. THEY WILL THEN BE GIVEN ANOTHER GRAPHIC ORGANIZER. THEY WILL NEED TO RECORD WHICH SOURCES THEY WILL BE USING INFORMATION FROM AND THEY WILL NEED TO RECORD THE INFORMATION THEY ARE USING IN THEIR OWN WORDS. ONCE THE STUDENTS HAVE THEIR INFORMATION LAID OUT IN THEIR GRAPHIC ORGANIZER, THEY WILL WORK WITH THE MEDIA SPECIALIST TO PUT THAT INFORMATION INTO A PHOTOSTORY PRESENTATION. THEY WILL NEED TO INCLUDE PICTURES, MUSIC, AND VOICE RECORDING. AT THE END OF THE UNIT, THEY WILL PRESENT THEIR PHOTOSTORY PROJECT TO THEIR CLASS.

STUDENT SELF-QUESTIONING: y DO I UNDERSTAND MY TASK? y ARE MY QUESTIONS INTERESTING AND RELATED TO MY TOPIC? y DID I USE A VARIETY OF SOURCES TO LOCATE INFORMATION? y DOES THE INFORMATION I FOUND ANSWER MY QUESTIONS? y WAS MY INFORMATION FOUND AT A RELIABLE SOURCE? y DOES MY INFORMATION STAY ON THE SUBJECT? y IS THE INFORMATION IN MY PROJECT WRITTEN IN MY OWN WORDS? INSTRUCTIONAL PLAN RESOURCES STUDENTS WILL USE: y PAGEFLAKES PAGE y GALILEO y NONFICTION BOOKS FROM MEDIA CENTER y ENCYCLOPEDIAS y SOCIAL STUDIES TEXTBOOK INSTRUCTION/ACTIVITIES: LESSON 1 DIRECT INSTRUCTION: y THE MEDIA SPECIALIST AND TEACHER WILL REVIEW THE IMPORTANCE OF

CREATING QUESTIONS BEFORE DOING RESEARCH. THEY WILL DISCUSS WITH STUDENTS THE DIFFERENCE BETWEEN GOOD QUESTONS AND NOT GOOD QUESTIONS.

MODELING AND GUIDED PRACTICE: y THE MEDIA SPECIALIST AND TEACHER WILL USE A SMART BOARD TO BRAINSTORM A LIST OF GOOD QUESTIONS THAT COULD BE USED TO GUIDE THEIR RESEARCH. REMIND STUDENTS TO THINK ABOUT WHAT KIND OF FACTS PEOPLE WOULD WANT TO KNOW ABOUT THESE HISTORIC FIGURES. INDEPENDENT PRACTICE: y STUDENTS WILL RECEIVE A GRAPHIC ORGANIZER. IN THE CENTER THEY WILL WRITE THE NAME OF THE FAMOUS GEORGIAN THEY WILL BE RESEARCHING. IN EACH OF THE SIX BRANCHES, THE STUDENTS WILL WRITE A QUESTION THAT THEY WILL RESEARCH AND FIND THE ANSWER TO. AT THIS TIME, THE STUDENTS WILL
ALSO RECEIVE A CHECKLIST THAT THEY WILL KEEP WITH THEM THROUGHOUT THIS PROJECT. THE STUDENTS WILL CHECK ITEMS OFF AS THEY COMPLETE THEM. THIS IS TO ENSURE THAT THEY WILL RECEIVE ALL POINTS WHEN THE PROJECT IS COMPLETED.

SHARING AND REFLECTING: y THE STUDENTS WILL SHARE THE QUESTIONS THEY CHOSE WITH THE GROUP. THE
TEACHER AND MEDIA SPECIALIST SHOULD MONITOR THAT THE QUESTION STAY ON THE TOPIC.

LESSON 2 DIRECT INSTRUCTION: y THE MEDIA SPECIALIST AND TEACHER WILL GUIDE STUDENTS IN THE RESEARCH PORTION OF THIS ASSIGNMENT. THEY WILL REVIEW ALL OF THE RESOURCES AVAILABLE TO STUDENTS, SUCH AS NONFICTION BOOKS, ENCYCLOPEDIAS, INTERNET, ETC MODELING AND GUIDED PRACTICE: y THE MEDIA SPECIALIST AND TEACHER WILL USE A SMART BOARD TO SHOW STUDENTS EXAMPLES OF INFORMATION. THE STUDENTS WILL NEED TO DECIDE IF THE INFORMATION SHOWN RELATES TO THE TOPICS THEY ARE RESEARCHING. INDEPENDENT PRACTICE: y THE STUDENTS WILL USE THEIR GRAPHIC ORGANIZERS AND SEARCH THROUGH RESOURCES TO FIND ANSWERS TO THEIR QUESTIONS. WHEN STUDENTS FIND INFORMATION THAT THEY NEED, THEY WILL NEED TO RECORD WHAT SOURCE
THEY USED AND RECORD THE ANSWER TO THEIR QUESTION ON THEIR GRAPHIC ORGANIZER IN THEIR OWN WORDS.

SHARING AND REFLECTING: y THE STUDENTS WILL SHARE THE SOME OF THE INFORMATION THEY FOUND AND

WHERE THEY FOUND IT. THEY WILL ALSO NEED TO SHARE WHAT RESOURCE WAS THE EASIEST TO USE AND PROVIDED THE MOST INFORMATION FOR THEM.

LESSON 3 DIRECT INSTRUCTION: y THE MEDIA SPECIALIST AND TEACHER WILL GO OVER THE COMPONENTS OF THE PHOTOSTORY PROGRAM AND HOW THEY CAN INPUT THEIR INFORMATION. MODELING AND GUIDED PRACTICE: y THE MEDIA SPECIALIST AND TEACHER WILL USE THE PROJECTOR TO MODEL HOW TO USE THE PROGRAM WITH A GENERAL TOPIC. THE STUDENTS WILL BE ABLE TO SEE EXACTLY HOW THEY WILL NEED TO INPUT THEIR INFORMATION. INDEPENDENT PRACTICE: y THE STUDENTS WILL USE THEIR GRAPHIC ORGANIZERS TO INPUT INFORMATION INTO THE PHOTOSTORY PROGRAM. EACH SLIDE WILL BE ONE OF THE FACTS THAT THEY FOUND. THE STUDENTS WILL HAVE A TOTAL OF 6 FACT SLIDES. SHARING AND REFLECTING: y THE STUDENTS WILL DISCUSS THE FACTS THAT THEY INCLUDED IN THEIR PROJECT AND CHECK OF ANY ITEMS ON THEIR CHECKLIST. LESSON 4 DIRECT INSTRUCTION: y THE MEDIA SPECIALIST AND TEACHER WILL REVIEW HOW PHOTOS ARE AN IMPORTANT COMPONENT TO ANY PROJECT. THEY WILL CONFERENCE WITH STUDENTS WHILE THEY ARE WORKING. MODELING AND GUIDED PRACTICE: y THE MEDIA SPECIALIST AND TEACHER WILL USE THE PROJECTOR TO MODEL HOW TO INCLUDE PICTURES, TRANSITIONS, AND MUSIC TO THEIR PHOTOSTORY. INDEPENDENT PRACTICE: y STUDENTS WILL CHOOSE APPROPRIATE PHOTOS TO INPUT INTO EACH OF THEIR SLIDES. THEY WILL THEN CHOOSE FROM A SELECTED LIST OF BACKGROUND MUSIC AND ADD THEIR VOICES FOR NARRATION. SHARING AND REFLECTING: y THE STUDENTS WILL REFLECT ON THEIR COMPLETED PRESENTATION AND ENSURE THAT ALL ITEMS ARE CHECKED OFF ON THEIR CHECKLIST. THE STUDENTS WILL THEN PRESENT THEIR PROJECTS TO THE CLASS.

ASSESSMENT OF STUDENT LEARNING

NAME ___________________

RESEARCH TOPIC _______________ DATE _________

STUDENT GRAPHIC ORGANIZER

NAME ___________________

RESEARCH TOPIC _______________ DATE _________ STUDENT CHECKLIST

_____________ I CHOOSE ONE OF THE FAMOUS GEORGIANS LISTED. ______________ I ASKED SIX QUESTIONS ABOUT MY FAMOUS GEORGIAN. ______________ I USED A VARIETY OF RESOURCES IN THE MEDIA CENTER. ______________ I FOUND ANSWERS TO ALL SIX OF MY QUESTIONS. ______________ I PUT THE INFORMATION I FOUND INTO MY OWN WORDS. ______________ I COMPLETED MY GRAPHIC ORGANIZER. ______________ I HAVE USED CORRECT GRAMMAR. ______________ I PUT MY INFORMATION IN TO A PHOTOSTORY. ______________ I ADDED PICTURES TO EACH OF MY SLIDES. ______________ I ADDED TRANSITIONS TO EACH OF MY SLIDES. ______________ I ADDED MUSIC TO MY PRESENTATION. ______________ I ADDED MY VOICE AS NARRATION TO EACH SLIDE. ______________ I PRESENTED MY PHOTOSTORY TO THE CLASS. ______________ I COMPLETED MY CHECKLIST!

NAME ___________________

RESEARCH TOPIC _______________ DATE _________ RUBRIC

PERFORMANCE TASK 1: PLANE SHAPE PEOPLE RUBRIC


SUBJECT KNOWLEDGE 0 THE STUDENT HAD 0-2 CORRECT FACTS ABOUT THE FAMOUS GEORGIAN THAT THEY CHOSE. 0 THE STUDENT HAD
MANY GRAMMATICAL ERRORS.

STUDENT SCORE 2

1 THE STUDENT HAD 3-5

THE STUDENT USED CORRECT FACTS ABOUT SIX CORRECT FACTS THE FAMOUS ABOUT THE FAMOUS GEORGIAN THAT THEY GEORGIAN THAT CHOSE. THEY CHOSE. SPELLING AND GRAMMAR 1 THE STUDENT HAD
SOME GRAMMATICAL ERRRORS.

2 THE STUDENT HAD


NO GRAMMATICAL ERRORS.

USE OF GRAPHICS AND SOUND 0 THE STUDENT USED FEW TO NO RELATED PHOTOGRAPHS AND ADD MUSIC AND VOICE TO VERY FEW TO NO SLIDES. 0 THE PHOTOSTORY IS DIFFICULT TO FOLLOW AND UNDERSTAND. 1 THE STUDENT USED SOME RELATED PHOTOGRAPHS AND ADDED MUSIC AND VOICE TO ONLY SOME OF THE SLIDES. NEATNESS 1 THE PHOTOSTORY IS AT TIMES LACKING IN NEATNESS AND EASE OF UNDERSTANDING. ORAL PRESENTATION 1 THE STUDENT PRESENTS THEIR PROJECT TO THE 2 THE STUDENT USED 6
RELATED PHOTOGRAPHS AND ADDED MUSIC AND VOICE TO ALL SLIDES.

2 THE PHOTOSTORY IS NEAT AND EASY TO READ AND UNDERSTAND.

0 THE STUDENT DOES


NOT PRESENT THEIR PROJECT ORALLY.

2 THE STUDENT PRESENTS THEIR PROJECT TO THE

CLASS LACKING ENTHUSIASM AND INVOLVEMENT WITH THE CLASS.

CLASS WITH ENTHUSIASM AND GREAT PRESENTATION TECHNIQUES.

REFLECTION

LESSON REFLECTION
OVERALL, THE LESSON WORKED EXTREEMLY WELL. IN THE END THE STUDENTS
GAINED A LOT FROM COMPLETEING THIS PROJECT AND I FEEL THAT THEY HAVE A BETTER UNDERSTANDING OF THE RESEARCH PROCESS.

I WOULD ABSOLUTELY DO THIS LESSON WITH THE STUDENTS THEY

THE STUDENTS AGAIN. IT WAS LAID OUT IN A GREAT STEP BY STEP STYLE THAT WAS EASY FOR THE STUDENTS TO FOLLOW ALONG AND BE SUCCESSFUL IN THE END.

LEARNED AN INCREDIBLE AMOUNT OF INFORMATION THROUGHOUT THIS PROCESS.

NOT ONLY BECAME KNOWLEDGABLE ON THE FAMOUS GEORGIAN THAT THEY CHOSE, THEY ALSO LEARNED THE CORRECT TECHNIQUES FOR RESEARCHING.

ALTHOUGH THEY ONLY I WOULD LOVE

CHOSE ONE OF THE FAMOUS GEORGIANS, THEY ALSO LEARNED ABOUT ALL OF THEM THROUGH LISTENING TO THEIR FELLOW STUDENTS PRESENT THEIR WORK. TO DO THIS LESSON AGAIN!

COLLABORATION REFLECTION
THIS COLLABORATIVE EXPERIENCE WAS EXTREEMLY BENEFICIAL TO ME. OVERALL I FEEL THAT COLLABORATING IS BENEFICIAL BECAUSE THERE WILL BE CONSISTANCY
BETWEEN THE TEACHER AND THE MEDIA SPECIALIST AND IT IS POSSIBLE TO COME UP WITH GREAT IDEAS TOGETHER. IN THIS EXPERIENCE, THE COLLABORATION WORKED VERY WELL.

BEFORE BEGINNING, WE WORKED TOGETHER TO ENSURE THAT WE WERE ON THE SAME


PAGE AS TO WHAT MRS. OBRIEN WOULD BE DOING BEFORE EXPOING THE STUDENTS TO THE MEDIA CENTER.

WE DISCUSSED THE STANDARD AND WHAT AN EXCELLENT FINAL PLANNING THE END RESULT OF THE LESSON HELPED GUIDE

PROJECT WOULD LOOK LIKE.

US IN PLANNING THIS LESSON.

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