Jennifer Baker Information Literacy Lesson and Pathfinder Spring 2012 Course: 7136 Dr.

Purcell

Standards for the 21st Century Learner

1. Inquire, think critically, and gain knowledge. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Skills Indicators
1.14 Find, evaluate, and select appropriate sources to answer questions. 1.16 Read, view, and listen for information presented in any format in order to make inferences and gather meaning.

Benchmarks Indicators
1.1 4 Find, evaluate, and select appropriate sources to answer questions. --Understand the librarys organizational scheme and what main topics are included in each section. --Select and use appropriate sources, including specialized reference sources and databases, to answer questions. --Use multiple resources, including print, electronic, and human to locate information. --Use the organizational structure of a book (for example, table of contents, index, chapter headings) to locate information to answer questions. --Use text features and illustrations to decide which resources are best to use and why.

Dispositions in Action
1.2.1 Display initiative and engagement by posing questions and investigating the answeres beyond the collection of superficial facts. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.

Responsibilities
1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly.

Self- Assessment
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.4 Seek appropriate help when it is needed.

State Standards
SS3H2 The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy. a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (womens rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and Csar Chvez (workers rights). b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.

The student produces informational writing (e.g., procedures, report, correspondence) that: a. Captures a readers interest by setting a purpose and developing a point of view. b. Sustains a focused topic. c. Includes the appropriate purpose, expectations, and length for the audience and the genre. d. Includes relevant examples, facts, anecdotes, and details. e. Uses organizational structures for conveying information (chronological order, cause and effect, similarities and differences, questions and answers). f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic. g. Provides a sense of closure. h. May include prewriting. i. May include a draft that is revised and edited. j. May be published.

Overview
Third grade students will research their favorite American Hero they have learned about. Students will choose a hero from the Georgia 3rd grade social studies standards. Each student will work individually on researching and producing an informational writing on their hero. Students will work with the teacher and media specialist to complete their research. They will use a variety of resources including the internet, books, texts, and encyclopedias. Students will go through the writing process and at the end will create a display item that captures the interest of the audience. The display item can be a poster, brochure, timeline, diorama, etc. It must be completed by the student and be an original piece of work. Students will have one month to work on this assignment.

Library Lessons
The first week the SLMS will review internet safety procedures and how to locate information on the web. The SLMS will review how to look up information on Destiny in the school media center. She will walk students through the look-up process of a particular person. Students will then practice looking up their American Hero. The second week students will return to the library to find a book on their hero and retrieve information from an encyclopedia. Students may use the computers in their classroom, home, or media center to find information on their hero. Students must use at least 3 resources in this assignment. The sources can be a book, an encyclopedia, and the internet. Students will continue their research on week 3 and begin their informational paper. On week 4 students will complete their informational papers and their display item.

Assessment Product
1. Follow attached rubric for informational paper. 2. Follow attached rubric for display item. 3. Watch to see if students use presentation voices while presenting, use eye contact with the audience, and answer questions at the end. Process 1. SLMS and teacher will monitor students correctly using the internet. 2. SLMS will watch students to make sure they know how to locate information on a desired subject.

Student Self-Questioning 1. 2. 3. 4. 5. Which American Hero would I like to know more about? What sources will I use? What display item will I create that will enhance my paper? Did I use all of the steps in the writing process? Did I cite my sources?

Instructional Plan
Students will use the following sources for their research: Websites Blogs Books Destiny Encyclopedias Maps

School and Local libraries

Social Studies Text

Newspapers

Pathfinder (Please just copy and paste this into the web browser. For some reason the hyperlink will not work. ) http://www.americanheroeswikispacescom.wikispaces.net/

Direct Instruction
Week 1: The SLMS will meet with students and explain the project. She will go over internet safety rules and the different types of resources they will use. She will explain the project in detail and allow students time to choose their American Hero. Modeling and Guided Practice: SLMS will choose a hero to look up in Destiny and model this for the students using the projector. She will demonstrate using key words and subject headings to locate books and websites. Independent Practice: Students will then begin to look up resources in the media center. Throughout the week students may continue to research. Week 2: Direct Instruction: Students will return to the media center and SLMS will show them again how to look up items on the web. She will show what is a good source on the web and what sources should not be used. Independent Practice/Sharing and Reflecting

SLMS will allow a few students to share information they have already found on their American Hero. They will show the sources they used. Students will then have 45 minutes to find additional sources. The teacher and SLMS will be available to help and answer questions. By the end of week 2 students will have completed their research. Week3: Direct Instruction: SLMS will go to classroom and review the steps in the writing process. She will also review what an informational paper looks like and the components it contains. Independent Practice: Students will write their informational papers and begin their display items. Students will have a few minutes each day in class to complete their assignment. If they are unable to finish in class they must finish at home. Week 4 Direct Instruction: SLMS will offer assistance to students who need help and coordinate a time for them to present in the media center. Independent Practice: Students will finish their informational papers and display items. Sharing and Reflecting: They will present finished pieces to the class and SLMS.

Reflection of lessons and collaboration:

I really enjoyed this process. I am currently a 3rd grade teacher at my school so I collaborated with one of my teammates. It was very easy to collaborate with her because we are so close and have the same schedule. However I know if I was the SLMS it would be a little more difficult. We were not able to go to the media center all of the days stated in the original lesson plan. However both of our rooms are equipped with LCD projectors so it was perfect when displaying websites and deciding as a class if they

were reputable. Students already knew about the American Heroes so they were anxious to find out little facts and information they did not know. Students have already written several informational papers this year so this was not new to them. I think the best part for them was actually looking up the information on different websites. The presentations were wonderful and the display items did enhance their hero. There are some things I would do differently next time. First of all I would already have some resources pulled to show them right away where to find information in an encyclopedia and where to look in the table of contents of a certain book to find what they are looking for. I would also like for more of the assignment to assign checkpoints throughout the project ahead of time so students can make sure they are on track. All in all I feel as though this was a successful series of lessons and plan to use it after the CRCT in my own classroom. I believe it was a great review of the American Heroes as well as built the students confidence since they already knew about the hero they were researching.

American Hero Informational Paper Rubric 3 Ideas Organization

Paper reflects that student stayed on topic and ideas flowed together. Paper is well organized with an introduction, middle, and closing. All parts of the paper are strong and easy to understand. Student uses different types of sentences. Paper is enhanced by word choice and style of writing. The reader wants to continue to read the paper. Student uses contractions, pronouns, and correct capitalization and punctuation throughout most of the paper. Student correctly cites a website, book, and reference source.

2
Student stayed in topic but ideas do not flow.

1
Student did not stay on topic.

Paper is somewhat organized but one area may not be as strong as another area.

Paper is not organized and is lacking essential sections.

Style

Student uses basic words and varies sentence structure.

Student uses basic words while sentences are short and choppy.

Conventions

Student uses correct capitalization and punctuation throughout some of the paper.

Student does not use correct capitalization and punctuation in the paper.

Sources

Student correctly cites only 2 sources.

Student uses only one source.

Display Item Rubric Appearance 3 Appearance is neat and creative. 2 Appearance is either neat or creative. 1 Student did not complete a display item. Student did not complete a display item.

Relativity

Display item is relative to the American Hero and enhances the informational paper.

Display is not relative to the American Hero.

Web Site Evaluation

1.

Does this site have information that I can use for my topic?

2. Is the information recent? 3. Are the sources listed on this website?

Web Site Evaluation 1. Does this site have information that I can use for my topic?

2. Is the information recent? 3. Are the sources listed on this website?

Web Site Evaluation 1. Does this site have information that I can use for my topic?

2. Is the information recent? 3. Are the sources listed on this website?

Web Site Evaluation 1. Does this site have information that I can use for my topic?

2. Is the information recent? 3. Are the sources listed on this website?

Web Site Evaluation 1. Does this site have information that I can use for my topic?

2. Is the information recent? 3. Are the sources listed on this website? References
American Association of School Libraries. (2009). Standards for the 21st-century learner in action. Chicago: Amer Library Assn.

Georgia Standards American Hero Websites