Information Literacy Lesson Plan by 8h479m

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									        Information Literacy Lesson Plan

                 Jennifer Joines




            An Assignment Submitted to:
Dr. Stephanie A. Jones Georgia Southern University
    in partial fulfillment of the requirements for
                 FRIT 7136 Fall, 2009


                 Pathfinder URL

  http://joinespathfinder.pbworks.com/FrontPage
Information Literacy Lesson Plan                        Jennifer Joines     FRIT 7136


Grade:         8th Grade Language Arts         Teachers:        Mrs. Jennifer Joines
                                                                (Media Specialist)
                                                                Mrs. Julie Joiner
                                                                (Content Teacher)
 Content       Creating MLA Source Cards

 Topic:
           Standards for The 21st Century Learner Goals
 Standard 1: Inquire, think critically, and gain knowledge
 Skills Indicator: 1.1.8: Demonstrate mastery of technology tools for accessing
 information and pursuing inquiry.
 Benchmarks: Use a variety of websites for researching topic
 Dispositions Indicator: Work independently to use technology to access information.
 Responsibilities Indicator: Ethically uses technology to locate information that is
 credible, supports research questions and is relevant to the research topic.
 Self-Assessment Strategies Indicator: Students ask themselves, “Have I successfully
 used the technology at my disposal to gain information?”

 Skills Indicator: 1.3.1: Respect copyright/intellectual property rights of creators and
 producers.
 Benchmarks:
      Recognize the intellectual property of others by citing sources according
         to MLA format.
      Provide reference citations for information to be used in research paper.
      Transfer information directly from source to source cards.
      Put information from source into their own words and record
         the information onto source cards.
 Dispositions Indicator: Work independently or with little help to create bibliography
 cards and record information onto source cards.
 Responsibilities Indicator:
      Works to respect the copyrighted ideas of others.
      Understands the importance of citing sources.
 Self-Assessment: Students ask themselves, “Have I respected the intellectual property
 of others by correctly citing sources?”

 Standard 2: Draw conclusions, make informed decisions, apply knowledge to new
 situations, and create knowledge.
 Skills Indicator: 2.1.2: Organize knowledge so that it is useful.
 Benchmarks: Organize source information following MLA format
 Dispositions Indicator: Student is able to organize source information with little or no
 assistance.
Information Literacy Lesson Plan                        Jennifer Joines      FRIT 7136




 Responsibilities Indicator: Student understands the importance of organization in the
 research process.
 Self-Assessment: Students ask themselves, “Have I organized the source information
 on my source cards according to MLA format?” They also contemplate whether or not
 they have included all of the required information on their cards such as topic, source
 number, card number, and page number.

 Standard 3: Share knowledge and participate ethically and productively as
 members of our democratic society.
 Skills Indicator: 3.1.6: Use information and technology ethically and responsibly.
 Benchmarks: Uses all programs and websites responsibly and ethically.
                Abides by the school’s technology use agreement.
                Understands the importance of avoiding plagiarism.
 Dispositions: Student understands the importance of the ethical use of technology.
 Responsibilities Indicator: Demonstrates a sincere effort to avoid plagiarism.
                              Works to uphold rules regarding the use of technology.
 Self-Assessment: Students as themselves, “Have I demonstrated that I use technology
 ethically?” They will further ask themselves, “Will citing sources correctly help me
 avoid plagiarism?”

                          8th Grade GPS Standards
ELA8W2. The student demonstrates competence in a variety of genres.
The student produces a piece of writing drawn from research that:
    e. Records important ideas, concepts, and direct quotations from significant
        information sources, and paraphrases and summarizes all perspectives on the
        topic, as appropriate.
ELA8W3 The student uses research and technology to support writing. The
student
a. Plans and conducts multiple-step information searches by using computer networks
and modems.
b. Achieves an effective balance between researched information and original ideas.
c. Avoids plagiarism.

                               Lesson Overview:
   There are 21 students in Mrs. Joiner’s 8th grade English class. They have just begun
working on a unit covering Homer’s Odyssey. To broaden their understanding of Greek
mythology, these students are writing a research paper focusing on various characters
from the Odyssey and other Greek myths. Mrs. Joiner feels that her students need help
with organization as a part of the research and writing processes, so students are required
to complete source cards detailing information from three reliable sources. Students must
include at least one book source in their research. Additionally, students are required to
construct at least 30 total source cards. The cards should follow MLA format. Before
coming to the media center, Mrs. Joiner’s class was assigned individual research topics.
Mrs. Joiner cautioned her students at length about the dangers of plagiarism. The class
Information Literacy Lesson Plan                          Jennifer Joines          FRIT 7136


also learned how to identify and evaluate reliable online and print sources.
    The media specialist will teach students how to document source information from a
variety of sources on source cards following MLA format. Students will be allowed time
in the media center to locate a source appropriate for their topic. This assignment will
require additional visits to the media center. For the initial visit, however, students will
be asked to locate only one source.
    The direct instruction, modeling and guided practice, and part of the independent
practice portions of the lesson will take place in the media center’s conference room,
where each student will have a laptop at their disposal and the media specialist will have
the use of a SMART Board. The use of the SMART Board will aid in differentiating the
lesson to accommodate different learning modalities. Students will be able to use the
laptops to search prescribed web sites for information on their topic and then construct
source cards on selected sources. Students will need to bring several index cards along
with them to the media center. I will randomly pull one book for each student from the
media center collection. Students will use these books to practice writing bibliography
cards. This lesson will last for one 90-minute block.
                                   Final Product
Students will work independently to locate a source and successfully create a
bibliography card and note cards for that source.
                                  Library Lesson
 Students will learn that creating source cards is an important part of the research
 process. They will locate print sources in the media center and use information and
 technology ethically and responsibly as they look at prescribed websites and consider
 them as potential sources. Students will learn to organize information so that it is useful
 and document source information correctly, thus respecting copyright and intellectual
 property rights of creators and producers.

                            Lesson Understandings
 Students will understand that:
     locating resources in the media center is an important part of the writing process.
     organizing researched information can help you avoid plagiarism.
     it is important to use technology ethically and responsibly.
                               Essential Questions
 Overarching Questions:                       Topical Questions:
     Why is creating source cards an                 What are the elements of MLA formatting?
        important part of the research                What is a bibliography card?
                                                      What is a note card?
        process?
                                                      What is plagiarism and how can I avoid it
                                                       in my writing?
                                                      How can I use MLA formatting to create
                                                       source cards for different types of sources?
                                                      Why is it important to use technology
                                                       ethically?
Information Literacy Lesson Plan                         Jennifer Joines      FRIT 7136


                                     Assessment
Product:
A rubric designed by the media specialist and the classroom teacher will be used to assess
the student’s source cards. One bibliography card and a single note card from each
student will be assessed. The students will be given a copy of the rubric to guide them in
the development of their cards. The rubric will assess the student’s understanding of
MLA format and note taking.
Process:
The media specialist will examine student source cards for a print source and use the
rubric to determine if (1) the cited information on the bibliography card is in the correct
order and contains the correct punctuation and (2) if the source number, card number, call
number (if applicable), the topic, and page number and notes from the source are evident
on the note card.
Student Self-Questiong:
Students will complete a self-assessment.
     Have I successfully used the technology at my disposal to gain information?
     Have I respected the intellectual property of others by correctly citing sources?
     Have I organized the source information on my source cards according to MLA
        format?
     Have I included all of the required information on my cards such as topic, source
        number, card number, call number and page number?
     Have I demonstrated that I use technology ethically?
     Will citing sources correctly help me avoid plagiarism?

                                      Online subscription database(s)

                                      Nonprint

                                      Web sites
Instruction/Plan                      Periodicals/Newspapers
Resources students will use:
                                      Books

                                      Reference

                                      Other
                               Instruction/Activities
Direct Instruction: 20 minutes
STEP 1: I will initiate the lesson and capture the students’ attention by dressing as a
harried and unorganized student who has waited until the last minute to start looking for
sources for a research paper. After the students have taken their seats in the conference
room, Mrs. Joiner, the classroom teacher, will explain to them that they are waiting on a
new student to join them. I will then rush into the room fretfully carrying a large stack of
research books. I will have several loose papers representing unorganized research notes
Information Literacy Lesson Plan                         Jennifer Joines      FRIT 7136


falling out of my hands and spilling all over the floor as I enter the room. I will make a
big production about the fact that I’m late for class because I was trying to research for
my mythology paper. I’ll ask some of the students to help me pick up my dropped notes
and help me organize the sloppy stack of papers. As I make a big deal about not being
able to understand my notes and track the sources, students will soon understand the
point of my skit: organization is the key to good research.
     After my point is made, I will ask the students, “How can you avoid becoming this
student?” I will show them a neat stack of research cards and explain that creating source
cards allows writers to keep track of referenced sources and organize notes. Next, I will
explain that our task today is to learn how to create MLA source cards so that as writers,
they will be able to organize their research and avoid plagiarism. Finally, essential
questions will be discussed.
STEP 2: Students will receive a packet of information containing 1.) A copy of the
requirements for the source cards, 2.) a blank copy of the source cards templates that will
be seen on the SMART Board, 4.) MLA citation examples for multiple types of sources
5.) A grading rubric, 6.) A self-assessment rubric. Directions for the assignment will be
reviewed.
Modeling and Guided Practice: 30 minutes
STEP 1: Print Sources: Call students’ attention to the SMART Board. Have them
locate the blank template of a bibliography card in their packets. Students will fill in the
template along with me as I explain MLA format for a book with one author. Next, we
will focus on bibliography cards for books with more than one author. Point out to the
students how important it is to have the correct punctuation. Also point out hanging
indentions. Discuss how to document a book by one or more than one editor. At this
point, I will also demonstrate how to create a bibliography card for newspaper sources,
printed magazine sources, and a source from an encyclopedia.
STEP 2: Using SMART Board, present students with source information from a source.
This information is all mixed up and needs to be placed in the correct order. Students will
come to the board and drag the information around until it is in the correct order.
STEP 3: Issue each student a book from the media center collection. These books will
not support their research topics. Ask them to complete a bibliography card based on the
source information. Media specialist will use the rubric to check formatting and offer
assistance as needed.
STEP 4: Electronic Sources: Remind students that as their teacher pointed out earlier,
researchers must evaluate online sources carefully. Call students’ attention to the
SMART Board. Students should locate the blank template for a bibliography card for an
online source. Students will fill in the template along with me as I explain how to cite an
online source. Students will consult MLA format example page as I use the SMART
Board to demonstrate how to create bibliography cards for online magazine articles and
online scholarly journals (Galileo).
STEP 5: I will use my pathfinder to access a web site featuring information on Greek
mythology. The class and I will examine this site to locate the information needed to
complete an MLA bibliography card. We will also discuss how to format a bibliography
card when information is missing from the site.
STEP 6: Using their laptops, students will access the pathfinder. I will direct them to
access the web site entitled “The Greek Gods”. Next, students will create a bibliography
Information Literacy Lesson Plan                          Jennifer Joines       FRIT 7136


card based on the source information provided on the site. Finally, I will display a blank
bibliography card on the SMART Board. Students will help me fill in the required
information as they check their card against what I put on the board.
Independent Practice: 30 minutes
Now that I have shown students how to create bibliography cards for both printed and
electronic sources, they can now locate sources related to their topic. Mrs. Joiner will
assist those students searching for information in printed sources. I will assist students
searching the Internet or Galileo for information, making sure that they do not visit sites
unrelated to their topic. I will address whatever issues arise as the students construct their
source cards.
Sharing and Reflecting: 10 minutes
After students have found at least one source supporting their topic, the class will
assemble in the conference room once again. In the form of a whole class discussion,
students will be able to share the sources they located and ask any questions about MLA
formatting. Next, students will complete a self-assessment as their ticket out of the door.
                                      Reflection
    It was a pleasure working with Mrs. Joiner on the lesson. She was very open to all of
my suggestions and so excited that I would be helping her students organize their writing.
In our initial meeting, Mrs. Joiner explained how her students in years past had struggled
with organizing research, and though she had worked with her students on note taking
skills, she had not taught them how to develop source cards. We agreed that her students
would benefit from this assignment. She explained to me that of the 21 students in her
class, three were reading below grade level. She further commented that several of her
students struggled with writing and would find this research assignment difficult because
of its length and the detail that the paper requires. I immediately thought that developing
source cards would help these students develop an organized first draft. To further assist
these students, I developed blank source card templates for the students to complete.
This, along with the guided practice portion of my lesson, would provide these students
with enough hands-on instruction to help them retain the information. I also thought that
it was important that I introduce myself to the students before I actually taught my lesson,
so I visited the class twice before my lesson. The first visit occurred on the day that the
students were given the initial directions for the research assignment along with their
research topics and second visit occurred the day before they came to the media center. I
think these visits not only allowed me to visualize the students I would be teaching, but it
also allowed the kids a chance to get to know me and view me as another teacher
working along side their classroom teacher.
    Mrs. Joiner and I were able to communicate easily with each other through face-to-
face meetings and school email. After I developed a draft of the unit, it became clear that
I needed a way to share these plans with Mrs. Joiner so that she could comment on or
change the lesson plan as needed. We used NotePub to establish this communication.
This software is free on the Internet and very easy to use. Once Mrs. Joiner and I created
an account with NotePub, we were able to collaborate effectively.
    I think the lesson was a great success. According to some of the students, the best part
of the lesson was when I rushed into the conference room as a stressed out student. They
loved that I was late for class and dropped papers all over the floor. I was encouraged by
Information Literacy Lesson Plan                          Jennifer Joines       FRIT 7136


their laughter at my crazy skit, and I could tell that my “act” really got their attention and
supported the importance of organized research.
     I feel that the effective use of technology such as the SMART Board and the laptops
were the strongest aspect of the lesson. Students were able to follow my instructions by
looking at the SMART Board and filling in the blank source card templates in their
packets. Then, because I had the use of a SMART Board, I was able to call up the
Internet and show the entire class how to locate the required information for an Internet
article. Each of my students had a laptop at their desk, so they could easily search for
information supporting their topics.
    Another great element of the lesson was giving the students a packet of information,
including a copy of the rubric used to grade their cards and templates illustrating the
sections of both bibliography cards and note cards. Once students located a source, they
were able to use these templates to compose source cards.
    The rubric that Mrs. Joiner and I created worked well and was easy to use. I was a
little worried that I would not have time to assess a note card and a bibliography card
from each student, but with the help of the rubric, evaluation was quick and easy. The
rubric was also effective because students were able to get instant feedback on their
performance and make any adjustments needed.
     I used my pathfinder during the lesson to access a website that would allow the
students the opportunity to practice creating a bibliography card for an Internet article.
The students noticed the two movies on the pathfinder and wanted to watch those. Sadly,
I explained that we didn’t have time to watch them that day, but that the URLs for both
movies had been cleared by our system technology person, so they could watch the
movies later at home or from any computer at the school.
     If I could change anything about the lesson, I would add more Internet sources to my
pathfinder to be used during the lesson. As I worked with those students who were
accessing the Internet to find information, I became concerned that some of them would
explore sites unrelated to their research. Although I could see all of the computer
monitors, some students can be tricky and quickly locate an online game to play. While I
am sure this did not happen during my lesson, I would have been more comfortable
giving students access to prescribed sites rather that allowing them to conduct a random
search. I didn’t include more sources because I thought it was important that the students
were able to conduct a detailed search. Initially, I felt that providing students with a list
of sites would make the research process too easy.
    Overall, I think the lesson was successful. The students worked very hard for me.
Mrs. Joiner even commented that some of her more “lively” students were well behaved.
From reading the student’s self-assessments, most of the students understood the link
between creating source cards and producing an organized paper. I included a short
writing component on the self-assessment. I was pleased to find that each of the students
was able to articulate the relationship between creating source cards and avoiding
plagiarism in his or her paper.
    The final drafts of the research paper are not due until after Thanksgiving, but Mrs.
Joiner had her students turn in a formal outline of the paper. She commented that she
could tell that because of my lesson on source card development, organization has
improved.
Information Literacy Lesson Plan                         Jennifer Joines      FRIT 7136




                                   Source Card Rubric
Name: _______________________

                     MASTERY                  APPRENTICE NOVICE
                     All information on       Most of the information   Citation does not
Bibliography         card is arranged         on card is arranged       follow MLA format.
Card                 according to MLA         according to MLA          There are more than
                     format. All              format. There no more     two errors in
                     punctuation is           than two errors in        punctuation. More
                     correct. All             punctuation. One piece    than one piece of
                     information is           of information is         information is
                     evident.                 missing from citation.    missing from
                                                                        citation.
                             5 pts.                     3 pts.                 1 pt.
                     Required elements        The notes from the        Notes are incomplete
Note Card            such as source           source completely fill    or more than one
                     number, card number,     the card, but one         required element is
                     call number, topic,      required element is       not present.
                     and page number are      missing.
                     all evident and in the
                     correct place. Notes
                     from the source
                     completely fill the
                     card.
                             5 pts.                   3 pts.                  1 pt.
Information Literacy Lesson Plan                 Jennifer Joines       FRIT 7136




                           Student Self-Assessment
Name: ____________________

Directions: Please complete the following assessment. Circle the number
that reflects your agreement with the following learning goals.

Key:
        0= Strongly Disagree
        1= Disagree
        2= Agree
        3= Strongly Agree

   1.    Have I successfully used the technology at my disposal to gain
        information?
        0                  1                  2                   3

   2. Have I respected the intellectual property of others by correctly
      citing sources?
      0                1                    2                  3

   3. Have I organized the source information on my source cards according
      to MLA format?
      0                 1                  2                  3

   4. Have I included all of the required information on my cards such as
      topic, source number, card number, call number and page number?
      0                   1                  2                  3

   5. Have I demonstrated that I use technology ethically?
      0                1                  2                        3

Writing Component: Please write a short response to the following question.
- How will citing sources correctly help you avoid plagiarism?
Information Literacy Lesson Plan   Jennifer Joines   FRIT 7136
Information Literacy Lesson Plan                        Jennifer Joines      FRIT 7136




                                 Research Assignment

Research Paper:

Assignment Description: Your assignment is to choose a topic from the list below and
write a 2-3 page research paper following MLA format. Your final submission will
include a formal outline and a final draft along with a works cited page.

Research Cards: Source cards must follow MLA format. You must use three sources in
your paper. One of these sources must be a book source. You are required to have 30
total note cards.

Assignment Due Dates:
Final Paper: December 7th, 2009 (Test grade)
Thesis Statement: Oct. 23rd, 2009
Source Cards: November 6th, 2009
Draft of Outline: November 11th, 2009

Assignment List:
The Ancient Greeks: (f)= female
 -Jason, Hercules, Theseus, Perseus, Achilles, Ajax, Antigone (f), Atalanta (f), Cassandra
(f), Clytemnestra & Iphigenia (f), Hector, Hippolyta (Amazon Queen) (f), Helen (f),
Medea (f), Oedipus, Orpheus, Pandora (f)

Greek Couples:
Alcemene & Hercules, Andromeda & Perseus, Orpheus & Eurydice, Hero & Leander,
Pyramus & Thisbe, Pygmalion & Galatea

The Gods:
Zeus, Poseidon, Hades, Hestia, Hera, Ares, Athena, Apollo, Aphrodite, Hermes, Artemis,
Hephaestus

Creatures:
Cyclopes                                     Griffin
Gorgons: Stheno, Euryale, Medusa             Hydra
Sirens, Scylla, Charybdis
Echidna: ½ nymph, ½ snake
Hecatoncheires: “hundred handed”
Giants
Pegasus
Centaur: ½ human, ½ horse
Sphinx
*You can research one in this area or group two or three together to research.
Information Literacy Lesson Plan                           Jennifer Joines   FRIT 7136




                           MLA Citation Style Examples:

Book
       Okuda, Michael, and Denise Okuda. Star Trek Chronology: The History of
       the Future. New York: Pocket, 1993.


Journal Article
       Wilcox, Rhonda V. "Shifting Roles and Synthetic Women in Star
         Trek: The Next Generation." Studies in Popular Culture 13.2 (1991):
         53-65.


Newspaper or Magazine Article
       Di Rado, Alicia. "Trekking through College: Classes Explore Modern
          Society Using the World of Star Trek." Los Angeles Times 15 Mar.
          1995: A3.


Book Article or Chapter
       James, Nancy E. "Two Sides of Paradise: The Eden Myth According to
         Kirk and Spock." Spectrum of the Fantastic. Ed. Donald Palumbo.
         Westport: Greenwood, 1988. 219-223.


Encyclopedia Article         (well known reference books)
       Sturgeon, Theodore. "Science Fiction." The Encyclopedia Americana.
          International ed. 1995.


Encyclopedia Article         (less familiar reference books)
       Horn, Maurice. "Flash Gordon." The World Encyclopedia of Comics.
         Ed. Maurice Horn. 2 vols. New York: Chelsea, 1976.


Reference Book        (and other books featuring reprinted articles)
       Shayon, Robert Lewis. "The Interplanetary Spock." Saturday Review
          17 June 1967: 46. Rpt. in Contemporary Literary Criticism. Ed.
         Sharon R. Gunton. Vol. 17. Detroit: Gale Research, 1981. 403.


ERIC Document
       Fuss-Reineck, Marilyn. Sibling Communication in Star Trek: The Next
         Generation: Conflicts between Brothers. Miami: Speech
Information Literacy Lesson Plan                   Jennifer Joines    FRIT 7136


           Communication Assn., 1993. ERIC Document Reproduction Service
           ED364932.



Website
        Lynch, Tim. "DSN Trials and Tribble-ations Review." Psi Phi: Bradley's
          Science Fiction Club. 1996. Bradley University. 8 Oct. 1997 <http://
          www.bradley.edu/campusorg/psiphi/DS9/ep/503r.html>.


Newspaper or Magazine Article on the Internet
        Andreadis, Athena. "The Enterprise Finds Twin Earths Everywhere It
          Goes, But Future Colonizers of Distant Planets Won't Be So Lucky."
          Astronomy Jan. 1999: 64- . Academic Universe. Lexis-Nexis. B.
          Davis Schwartz Memorial Lib., Brookville, NY. 7 Feb. 1999 <http://
          web.lexis-nexis.com/universe>.

Examples acquired from:

http://www.liu.edu/CWIS/CWP/library/workshop/citmla.htm
Information Literacy Lesson Plan                       Jennifer Joines     FRIT 7136




This is a picture of the media center conference room where I taught my lesson.

								
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