Laurie Hedlund LIS 725 June 19, 2013 UbD Lesson Plan

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Dominican University
Graduate School of Library and I nformation Science

LIS 725 Collaborative Interdisciplinary Unit

Due June 19, 2013

OVERVIEW:
Information and technology skills are most meaningful when learned in context,
especially when learning addresses a real-life need or problem. For example, the Illinois
State Board of Education (Public Act 095-0869) has mandated that all learners are to
receive Internet Safety instruction in the following:
Safe and responsible use of social networking websites, chat rooms, electronic
mail, bulletin boards, instant messaging, and other means of communication on
the Internet.
Recognizing, avoiding, and reporting online solicitations of students, their
classmates, and their friends by sexual predators.
Risks of transmitting personal information on the Internet.
Recognizing and avoiding unsolicited or deceptive communications received
online.
Recognizing and reporting online harassment and cyber-bullying.
Reporting illegal activities and communications on the Internet.
Copyright laws on written materials, photographs, music, and video.
This will be the concept for the practice of curriculum design and development.

SCENARIO:
As part of the eighth grade curriculum, students are studying responsible citizenship. This
is a collaborative unit created by the 8
th
grade Social Studies (SS) and English Language
Arts (ELA) teachers and the Library Information Specialist (LIS). It incorporates Illinois
Social Science and English/Language Arts Standards, as well as Information Literacy
Standards (I-SAIL). The Independent Investigative Method (IIM) will be used to teach
research methods. The SS teacher is presenting a unit covering the historical aspects of
the Civil Rights Movement. During the same time frame, the ELA teacher will facilitate a
novel study of Kekla Magoons The Rock and the River, Margaret McMullans Sources
of Light, or Christopher Paul Curtis The Watsons Go to Birmingham. The goal of this
interdisciplinary unit is to provide students with information about the Civil Rights
Movement in America between 1955 and 1968, while challenging them to think about
ways in which they can emulate sacrifices made by others. The design team has
suggested student assessments that will require students to use a variety of skills to create
a research project. The LIS must develop lesson plans to instruct students in the
necessary skills to support these learning activities.

TASK:
Using the scenario and the attached Understanding by Design (UbD) template, each LIS
student will complete the design of this collaborative interdisciplinary unit by
highlighting an information literacy lesson plan detailing information seeking behaviors
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for 8
th
grade students. The LIS student will describe how these behaviors will be
incorporated into the unit design (standards, objectives, learning activities, assessments).
The information literacy learning objectives should integrate the instruction and practice
of some aspect of Internet Safety into the study of the Civil Rights Movement. Learning
activities, assessment, as well as differentiation options should be included. The unit will
include collaborative planning materials, a lesson plan, instructional strategies, product
descriptor/rubrics, and recommended educational resources. If time allows, each student
will present the essence of the unit to the class as well as submitting the fully developed
unit to the instructor.

GUIDELINES:
The following components should be included in your project:
Overview of the unit. Briefly, summarize the unit and include objectives for
students. Identify content areas and grade level. There should be content and
information literacy objectives included. Use the attached sample UbD unit
template for this overview.
Explanation of the culminating product of the unit. Include product descriptors or
a rubric, ideas for differentiation.
Collaborative planning materials. Outline the responsibilities of the different
partners involved in the unit (who does what).
In-depth lesson plan that focuses on information seeking behavior. Use the
following Information Literacy Lesson Plan Format Template:
o Title of Lesson
o Audience: Give detail about grade level, subject area, curricular unit
o Standards: This should include Illinois State Goals for Learning as well
as Information Literacy Standards.
o Lesson Objectives: What should learners/participants know and be able to
do as a result of this session? What is your instructional goal?
o Sequence of Activity: What is your general plan for this lesson, the
sequence of activities? What instructional strategies will you use?
o Time/Materials/Equipment: List the necessary time, materials, and
equipment that will be required for the lesson.
o Assessment: How will you assess your instruction? How will you
determine to what degree the participants have learned the material?
o Evaluation: How will you evaluate the product?
A resource list of materials and supplemental materials that may prove helpful in
the delivery of the unit and/or for students in completing the unit.
Be sure that citations are included if other sources are used as part of the
development of your interdisciplinary unit.







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Dominican University
Graduate School of Library and Information Science
LIS 725 School Libraries and Curriculum

Understanding by Design Collaborative Unit Template
Title: We Shall Overcome: The Civil Rights Movement Grade 8

Overview: The LIS will collaborate with the ELA teacher to present a unit exploring primary
sources. The information skills to be focused on during this unit are recognizing primary sources,
locating primary resources on the Internet, evaluating primary sources for authenticity and
information value, citing sources appropriately, and demonstrating safe and responsible use of
digital resources. Students will use the Internet to locate primary sources related to the unit topic
the Civil Rights Movement. Through discovering, evaluating, and sharing these primary source
stories or messages, students will come to understand the value of primary sources as part of
our collective historical record.

Stage 1- Desired Results
Illinois Learning Standards/Established Goals:
1.C.3.c. Compare, contrast and evaluate ideas and information from various sources and genres.
1.C.3.d. Summarize and make generalizations from content and relate them to the purpose of the material.
2.B.3.a. Respond to literary material from personal, creative, and critical points of view.
3.A.3.a. Write compositions that contain complete sentences and effective paragraphs using English conventions.
3.B.3a. Produce documents that convey a clear understanding and interpretation of ideas and information and
display focus, organization, elaboration and coherence.
3.C.3b. Using available technology, produce compositions and multimedia works for specified audiences.
4.A.3a. Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and
paraphrase complex spoken messages) that listening attentively can improve comprehension.
4.B.3a. Deliver planned oral presentations, using language and vocabulary appropriate to the purpose,
message and audience; provide details and supporting information that clarify main ideas; and use visual
aids and contemporary technology as support.
4.B.3b. Design and produce reports and multi-media compositions that represent group projects.
5.B.3b. Identify, evaluate and cite primary sources.
5.C.3a. Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources.
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5.C.3b. Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by
research.
5.C.3c. Take notes, conduct interviews, organize and report information in oral, visual and electronic formats.
14.C.3. Compare historical issues involving rights, roles and status of individuals in relation to
municipalities, states and the nation.
16.D.3(W). Identify the origins and analyze consequences of events that have shaped world social history including
famines, migrations, plagues, slave trading;
17.A.3b. Explain how to make and use geographic representations to provide and enhance spatial information
including maps, graphs, charts, models, aerial photographs, satellite images.
17.C.3a. Explain how human activity is affected by geographic factors.
18.C.3a. Describe ways in which a diverse U.S. population has developed and maintained common beliefs (e.g.,
life, liberty and the pursuit of happiness; the Constitution and the Bill of Rights).
18.C.3b. Explain how diverse groups have contributed to U.S. social systems overtime.

Understandings:
Students will understand ..
What is the Civil Rights Movement?
How ethnicity (race) impacts the behavior
of American society?
Why people, today, should be aware of the
sacrifices made in the fight for racial
equality?

Essential Questions:
What are the ideals and practices of a
constitutional democracy?
What is the balance between rights and
responsibilities?
What is civic participation?
How do citizens become involved in the
community, the nation, and the world?
What motivates people to challenge
authority?
How do people challenge authority?
How do personal perspectives influence
historical record?
Student will know.
Political, economic, and racial, oppression
motivates people to challenge authority.
People will challenge authority through
violent or non-violent means.
Societal influence and personal bias affect
historical record.
What the struggle for racial and gender
equality during the Civil Rights Movement
entailed.
That the pursuit of individual rights is a
continuous process.
That many people were involved and made
tremendous sacrifices in the struggle for
racial equality during the Civil Rights
Student will be able to
Define the Civil Rights Movement and
discuss significant historical figures and
events of the movement.
Describe how racial and cultural
differences impacted the United States
during the 1950s and 1960s.
Identify the cause and effect relationships
of the Civil Rights Movement in the United
States.
Draw conclusions about the consequences,
outcomes, and impacts of the Civil Rights
Movement.
Explain what the responses. and solutions
were of the Civil Rights Movement
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Movement.


Research and communicate their findings.
Use a variety of learning techniques and
multimedia activities to facilitate learning.
Stage 2- Assessment Evidence
Performance Tasks:
Construct a timeline representing key
events of the Civil Rights Era.
Create a concept web of how African-
American rights were violated after
Reconstruction - support with evidence.
Write a journal entry/letter from the
perspective of an African-American.
Write a letter from the perspective of a
woman, Native American, Mexican-
American, or African American and use it
as the narrative for a PhotoStory video.
Write a narrative from the perspective of a
woman, Native American or Mexican-
American and compare their plight to that
of the African-Americans.
Using a Venn diagram, compare and
contrast Malcolm X and Martin Luther
King (violent and non-violent
philosophies).
Write an essay describing the
inequalities that African Americans
faced and how you would feel if you
faced them. What actions would you
take in response to the inequalities?
Other Evidence:

Novel study
Skill Check: Identify primary and
secondary sources and evaluate the
sources credibility.
Vocabulary Skit: Observe student skits
reflecting vocabulary terms.
Research the time period and conduct an
interview of a person living during the
Civil Rights Era






Self-Assessments
The student will .
Complete a self-assessment, including a
summary statement about what they
learned throughout this lesson. Also
critiqued will be the students use of class
time and participation in class discussions.
Peer-assess writing, Inequalities that
African Americans faced
Self-assess civil rights era figure
presentation/project (using rubric
provided).
Reflect on learning throughout the unit.

Other Evidence, Summarized
Depict an event or action of a human
being from the Civil Rights Era and
create one of the following: Radio Talk
Show, Newspaper, Podcasting, Movie
Clip/Video.
Evaluate and analyze why this was a
significant event of the Civil Rights
Era.

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Stage 3 Learning Plan Civil Rights Interview
Learning Activities: Please see below



Information Literacy Lesson Plan Format Template

Overview:
Specifically addressing inequalities that African Americans faced during the
Civil Rights Movement, the each eighth student will research the Civil
Rights Era, conduct a personal interview of someone living during that
period, and provide a handout to the class of the research findings and
present key points of the interview. The presentation may be oral, a poster,
or multi-media such as PowerPoint, Prezi, (these were covered in a previous
media lesson).

Content (Subject) Areas: Research, oral history, interviewing, primary
sources, family/personal history.

Standards: Information Literacy (21
st
Century and/or I-SAIL)
AASL Standards for the 21
st
Century learner
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular
subjects, and make the real-world connection for using this process in
own life
1.1.3 Develop and refine a range of questions to frame the search for new
understanding.

Standards: Illinois Learning
4.B.3a. Deliver planned oral presentations, using language and vocabulary
appropriate to the purpose, message and audience; provide details and
supporting information that clarify main ideas; and use visual aids and
contemporary technology as support.

Standards: I-SAIL
5: Understand and practice Internet safety when using any electronic media
for educational, social, or recreational purposes

Standards: Technology (NETS)
5.Digital Citizenship Students understand human, cultural, and societal
issues related to technology and practice legal and ethical behavior.
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Standards: IL State English Language Arts Content
State Goal 5 Research: Use the language arts to acquire, assess and
communicate information.

Objectives:
Students will be able to
- Search the internet safely and effectively
- Summarize and draw conclusions
- Compile findings and present in a logical manner
- Correctly cite resources
- Understand fair use, apply it to research and create original work of
fair use
- Demonstrate oral speaking skills

Grade Level/Learner Population/Grouping Arrangements: The eighth
graders will get into five groups of four and culminate a list of interview
questions. Each group will be a mix of all academic levels. After interview
questions are developed, the students will work independently, but are free
to share research findings with each other as some are more advanced at
locating information. If some students are finished before the allotted time,
they will assist others.

Time: The students will have seven to ten days to complete the project
which will include their own time outside of school and five days of forty
minute class periods.

Environment: The interview summary or research will be conducted in the
library.

Materials: Students may use the note cards or their writing journals that
they have been working in since the beginning of the school year to record
either their interview or research findings. Digital recording devices are an
option for the developmentally delayed students.

Resources: Students will have access to the computers and all resource
materials including reference books and our schools online database. As a
former Dominican student, I will still have access to Historical Abstracts on
Civil Rights Movement thru EBSCO for example.

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Online Resources

American Psychological Association
http://www.apastyle.org/

The History Channel Guidelines for Oral History Interview
http://www.history.com/images/media/interactives/oralhistguidelines.pdf

K-12 Internet Safety
http://www.kgcs.k12.va.us/kges/isafe_resources_k_12.htm

Library of Congress Oral History Interviews
http://www.loc.gov/folklife/familyfolklife/oralhistory.html


Instructional Roles: I am the teacher librarian. I will also have the public
librarian come in on the first day of the assignment and show the children
how they can research using the public librarys online database. If they do
not have library cards, the public librarian will come equipped to sign up all
in need of a card.

Activity and Procedures for Completion:
Outline of activities
Modified Lesson Plan found in the From the Creative Minds e-book

Day 1
Direct Instruction:
The project is introduced as students come to library media center and are
instructed by the teacher librarian (TL) on locating the online databases on
the library website as well as safe search engines

Day 2
Direct Instruction:
Public librarian visits as well, signing students up for library cards and
showing them the public librarys online database.

Day 3
Modeling and Guided Practice:
TL and assistant model an interview scenario for students.
TL models appropriate search techniques while using databases.
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Day 4
Direct/Supported Instruction:
TL instructs the children to get into five groups with four students each and
brainstorm interview questions.

Day 5
Independent Practice:
Students research the time-period using databases and create a
list of 25 questions.

Day 6
Independent Practice:
After the interview, students research in greater depth, the issues that the
subject commented on the most.
Students create a one-page summary of the researched information.

Day 7
Independent Practice:
Students complete a properly formatted, attractive handout.

Day 8
Independent Practice:
Students present the information to the class.

Day 9
Sharing and Reflecting:
Students write a Thank You note to the interviewee.

My role is to provide safe websites, effective search terms, and interview
guidelines.
The students will research the Civil Rights Movement so they have a good
idea of the time period and key components which will provide a solid base
to formulate their interview questions.






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Modifications/Differentiation:
For the students with special needs, presenting to the class is optional. As
far as resources go, only two resources are expected, whereas the other
students need to have five. If the special needs students chose to do an
interview, at least ten essential questions should be asked, while the other
students will ask between twenty and twenty-five. Accelerated students may
compose an iMovie or Photostory (which were covered in a previous media
session) and present to the class.

Evaluation: Please see the rubric below:
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Assessment:
The students and teacher librarian will complete the rubric included in this
plan for each presenter.

Extension/Follow-up: Each student will write a thank you note and send to
the person he/she interviewed. The teacher will provide a grade based on
the rubric and ask the children what they would do the same or differently
the next time they conduct an interview.

Bibliography

Reviews and Ratings for Family Movies, TV Shows, Websites, Video
Games, Books and Music. (n.d.). Reviews and Ratings for Family
Movies, TV Shows, Websites, Video Games, Books and Music. Retrieved
June 19, 2013, from http://www.commonsensemedia.org/

RubiStar Home . (n.d.). RubiStar Home . Retrieved June 20, 2013, from
http://rubistar.4teachers.org/


See Handouts below:
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From
http://www.commonsensemedia.org/sites/default/files/6-12-familytip-
wikipedia.pdf

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From
http://theharrybridgesproject.org/l8worksheet.pdf

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From
http://www.dukeupress.edu/Assets/Downloads/DUP_SampleInterviewRelea
se.pdf


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INTERNET SAFETY INTERDISCIPLINARY UNIT RUBRIC

15 13-14 11-12 8-10 1-7
EXEMPLARY


Content
Materials are
polished, well
constructed, and
developed to
clearly teach the
desired content
to the audience.
All work has
been accurately
cited and copy-
right
considerations
have been made.

Integration/
Collaboration

The content area
and information
literacy skills are
smoothly
integrated and
will result in a
meaningful
learning
experience for
participants.

Lesson Plan

All areas are
covered
thoroughly and
thought-fully.
The plan has
clear objectives,
is aligned to
standards, is
realistic, and is
designed to meet
the instructional
goals. The plan
is creative and
will engage
students.

HIGH
QUALITY

Content

Materials are
designed to teach
the desired
content to the
audience. Work
has been
accurately cited
and copyright
considerations
have been made
with few errors.


Integration/
Collaboration

The content area
and information
literacy skills are
integrated, and
students will gain
skills and
knowledge in
both areas.



Lesson Plan

All required areas
are included. The
plan has clear
objectives is
designed to meet
the instructional
goals. The
implementation
of the plan will
engage students.






GOOD


Content

Materials will
guide the teaching
of the desired
content to
audience. Work
has been cited
and copyright
considerations
have been made
with few errors.



Integration/
Collaboration

Content area and
information
literacy skills are
both present
within the unit,
and students will
gain skills and
knowledge.



Lesson Plan

An attempt has
been made to
address nearly all
required areas. The
plan is driven by
the goals that have
been set.









NEEDS
WORK

Content

The content
includes holes
and does not fully
cover the stated
objectives.
Citations are done
incorrectly with
several oversights
in regard to
copyright.



Integration/
Collaboration

Some content
area and
information
literacy skills are
present with gaps
or it is not clear
how these skills
will work or be
built together.


Lesson Plan

The lesson plan is
missing sections
or does not go
into depth.












DIDNT DO MUCH
PLANNING

Content

Very little information
is shared and there are
serious lapses in
citation and copyright
compliance.








Integration/
Collaboration

Content
area and
information literacy
skills are missing or
incomplete. It is not
clear how these
skills will work or
be built together.



Lesson Plan

The plan is
incomplete and
contains many
errors.












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Resources

High quality
resources have
been used to
build the unit.
Resources have
been integrated
to create an
information-rich
environment for
students. All
required
features of the
unit are present
and the resulting
work is a model
of instructional
practice.

Resources

A variety of
resources have
been used to build
the unit.
Resources have
been integrated to
create an
information-rich
environment for
students. All
required features of
the unit are present
and the resulting
work is
professional.

Resources

Resources have
been used to build
the unit that will
add to the
learning
experience for
students. Most
required features of
the unit are
present.

Resources

Resources have
been considered
in building the
unit. However,
there are gaps in
materials.
Some required
features of the
unit are missing
or underdeveloped.

Resources

Resources have
been not been used
in building the unit.

The required
features of the unit
are incomplete.
15 13-14 11-12 8-10 1-7