7136 Information Literacy Plan

7/29/2019 7136 Information Literacy Plan

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Third Grade Information Writing Lesson Plan

Tony Combs

FRIT 7136

Dr. Stephanie Jones

Spring 2010

Pathfinder URL

http:sites.google.com/site/bhpathfinder


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Third Grade Information Writing Lesson Plan

Grade: Third Grade Language Arts Teacher: LaTrease Pinkney

Content Topic: Famous African Americans

STANDARDS FOR THE 21ST

CENTURY LEARNER GOALS

Standard 1: Inquire, think critically, and gain knowledge.

Skills Indicator(s): 1.1.5, 1.1.6, 1.1.7, & 1.1.8

1.1.5-Evaluate information found in selected sources on the basis of accuracy, validity,

appropriateness for needs, importance, and social and cultural context.

1.1.6-read, view, and listen for information presented in any format (e.g., textual, visual,

media, digital) in order to make inferences and gather meaning.

1.1.7-Make sense of information gathered from diverse sources by identifying

misconceptions, main and supporting ideas, conflicting information, and point of view or

bias.

1.1.8-Demonstrate mastery of technology tools for accessing information and pursuing

inquiry.

3.1.6-Use information and technology ethically and responsibly.

Benchmark-1.1.5:Recognize and use facts that answer specific questions

Interpret information represented in pictures, illustrations, and simple charts

Benchmark-1.1.6:

Use simple note-taking strategies as demonstrated by SLMS.

Write, draw or verbalize the main idea and supporting details.

Benchmark-1.1.7:Summarize or retell key points.

Benchmark-1.1.8:

Recognize the purpose of the online catalog to locate materials.

Use online encyclopedias and magazine databases with guidance.


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Benchmark-3.1.6

Rephrase rather than copy whole sentences.

Credit sources by citing author and title.

Distinguish between acceptable and unacceptable computer use.

Follow school guidelines related to the acceptable use of technology.

Use technology in appropriate ways outside the school.

Dispositions Indicator(s): 1.2.1, 1.2.2, & 1.2.3

1.2.1-Display initiative and engagement by posing questions and investigating theanswers beyond the collection of superficial facts.

1.2.2-Demonstrate confidence and self-direction by making independent choices in theselection of resources and information.

1.2.3-Demonstrate creativity by using multiple resources and formats.

Responsibilities Indicator(s): 1.3.1, 1.3.2, & 1.3.3

1.3.1-Respect copyright/intellectual property right of creators and producers.

1.3.2-Seek divergent perspectives during information gathering and assessment.

1.3.3-Follow ethical and legal guidelines in gathering and using information.

Self-Assessment Strategies:

What interests me about this idea or topic?

Why am I doing this research?

How will I find out about this idea or topic?

What is my plan for research?

What are all the sources that might be used?

How well did my inquiry process go?

CONNECTION TO LOCAL OR STATE STANDARDS


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ELA3W1 The student demonstrates competency in the writing process. The studenta. Captures a readers interest by setting a purpose and developing a point of view.b. Begins to select a focus and an organizational pattern based on purpose, genre,expectations, audience, and length.

c. Writes text of a length appropriate to address the topic or tell the story.d. Uses organizational patterns for conveying information (e.g., chronological order, causeand effect, similarity and difference, questions and answers).e. Begins to use appropriate structures to ensure coherence (e.g., transition words and

phrases, bullets, subheadings, numbering).

f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptiveeffect.j. Uses a variety of resources to research and share information on a topic.

k. Writes a response to literature that demonstrates understanding of the text, formulates anopinion, and supports a judgment.

m. Pre-writes to generate ideas, develops a rough draft, rereads to revise, and edits to correct.

ELA3W2 The student writes in a variety of genres, including narrative, informational,

persuasive, and response to literature.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 andeffect, 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.

ELA3C1 The student demonstrates understanding and control of the rules of the

English language, realizing that usage involves the appropriate application of

conventions and grammar in both written and spoken formats. The student

a. Correctly identifies and uses subject/verb agreement and adjectives.b. Identifies and uses nouns (singular, plural, possessive) correctly.

c. Identifies and uses contractions correctly.

d. Identifies and uses personal and possessive pronouns.e. Speaks and writes in complete and coherent sentences.f. Identifies and uses increasingly complex sentence structure.

g. Distinguishes between complete and incomplete sentences.

j. Uses resources (encyclopedias, Internet, books) to research and share information about atopic.k. Uses the dictionary and thesaurus to support word choices.

l. Uses common rules of spelling and corrects words using dictionaries and other resources.m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes,quotation marks).


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OVERVIEW: In this unit, students will be using informational resources to get factual

details about a famous African American of their choice. The students will research their

person using technology as well as literature. After gathering their information, they willuse the information to write an informational essay that will consist of five paragraphs

minimum.

The media specialist will provide an initial lesson on how to use the search engines tolocate information as well as literature. He will instruct the students on how to find

factual material in the library. He will also instruct them on how compile information

gathered and how to cite their sources.

FINAL PRODUCT: An informational essay with a minimum of five paragraphs on a

famous African American of their choice. A drawing, picture, etc must be included with

the information gathered.

LIBRARY LESSONS: The media specialist will teach the students research techniques

and proper internet etiquette. He will also teach the students how to make sure the site isvalid and the importance of citing sources that are used. This task will be carried out by

lecture, and demonstrations with the use of a Promethean Board. He will create a

pathfinder for the students to use to assist them with their research project.

PRODUCT:

Students will write an informational essay with a minimum of five paragraphs on a

famous African American of their choice.

A drawing, picture, etc must be included with the information gathered.

PROCESS:Teacher will teach the writing process to students to make sure students know what they

are expected to write.

A sample essay broken into parts will be shown to the students to make sure there is a

visual example of what is expected in the final product.

The teacher will provide students with a list of famous African Americans that they can

choose from.

Graphic organizers will be used to help students begin their initial research planning.

Teacher will monitor the students gathering and organization of information found during

research.

STUDENT SELF-QUESTIONING

Students will use a rubric to make sure that their informational essay is organized and hasall required criteria.


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Does the essay contain the answers for the following questions: Who, What, When, How,

Where, and Why?

INSTRUCTIONAL PLAN

DAY ONE

1. Activating Strategy

Students will attend a lesson that the media specialist will give on locating factual

information and how to access the material in the media center and on the web. They willbe given the information needed to access the pathfinder for this assignment.

2. Activity One

Students will choose their famous African American to conduct their informational essay.

3. Activity Two

Students will receive information from the teacher about what is expected in the essayand shown and given an example to use.

DAY TWO


The teacher will go over information learned from the previous day to make sure that

everyone understands what the expectations are for the assignment. Each student will begiven a graphic organizer to help with organization.

2. Activity One

Students will take their graphic organizers to the media center and begin their research ontheir topic. Students will compile the information found on their topic.

3. Activity TwoThe media specialist will assist the students will finding information and making sure the

information is valid. He will also make sure that the student compiles information that is

useful for their essay.

DAY THREE

1. Activating StrategyThe student will organize the information gathered from the previous day on to their

graphic organizer and create an outline for their essay.

2. Activity OneThe student will begin writing their essay. The rough draft will be written not typed.

3. Activity Two


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The student will complete their rough draft for teacher conference. Check for

grammatical errors. The media specialist will help with making sure students citations of

sources are included in their essays and are correctly identified.

DAY FOUR

1. Activating StrategyThe teacher will have a conference will each student about their rough draft.

2. Activity OneThe student will make corrections to their rough draft for the final product. The student

will also make sure that they use the rubric to determine that all criteria are present in the

essay.

3. Activity Two

The student will rewrite their essay with the needed corrections.

DAY FIVE


The student will type their final product. The media specialist will assist the studentswith using the computer as a word processor.

2. Activity twoThe student will find, with the assistance of the media specialist, a picture or drawing of

their famous African American using the Internet.

RESOURCES STUDENTS WILL USE:

www.google.com

www.wikipedia.orgwww.biography.com

www.infoplease.com

www.galileo.usg.edu/kidswww.ipl.org

INSTRUCTION/ACTIVITIES:

DIRECT INSTRUCTION:

Provide instruction to students about how to write an informational essay. The teacher

will use the Promethean Board to provide visual examples.

The media specialist will use the Promethean Board to show students how to locate valid

information for their essays using the pathfinder created for this project.

MODELING AND GUIDED PRACTICE:
http://www.google.com/http://www.google.com/http://www.wikipedia.org/http://www.wikipedia.org/http://www.biography.com/http://www.biography.com/http://www.infoplease.com/http://www.infoplease.com/http://www.galileo.usg.edu/kidshttp://www.galileo.usg.edu/kidshttp://www.ipl.org/http://www.ipl.org/http://www.ipl.org/http://www.galileo.usg.edu/kidshttp://www.infoplease.com/http://www.biography.com/http://www.wikipedia.org/http://www.google.com/


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The teacher will show a model of an information essay. The teacher will provide a list of

famous African Americans for the students to choose from.

The media specialist will provide guidance to the students when researching their famous

person. He will also provide guidance in providing examples of appropriate citations.

INDEPENDENT PRACTICE:

The student will use the internet as well as printed resources to find information related to

their famous African American.

The student will complete a graphic organizer.

The student will write an informational essay about a famous African American.

The student will edit and revise their informational essay.

SHARING AND REFLECTING:

The student will write a paragraph to reflect on the information gathered and the

experience they had with the process of completing an informational essay.

LESSON MATERIALS AND EQUIMENT:

o Promethean Boardo Computer Labo Graphic Organizerso List of Famous African Americanso Access to Media Centero Pathfinder


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FAMOUS

AFRICAN-

AMERICAN


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Standards-Based Assessment Rubric

Mode and Grade of Writing: Third Grade Informational

Exceeds Expectations

4

Meets Expectations

3

Approaching Expectations

2

Expectations Not Met

1

Ideas

Topic is clear and focusedthroughout the piece.

Includes relevant examples, facts,anecdotes, and detailsresearched through a variety of

resources.

Ideas propose connections andextensions.

Topic is clear and focused. Includes some relevant examples,

facts, anecdotes, and details

researched through a variety ofresources.

Ideas propose some connectionsand extensions.

Topic is somewhat clear andfocused.

Includes few examples, facts,anecdotes and details.

Few connections or extensionsoffered.

Little or no topicdevelopment and

focus.

Lacks examples, facts,anecdotes and details.

No connections orextensions offered.

Organization

Organization pattern is clearlybased on introduction, hierarchy

of ideas, sequence of steps or

comparison, and an appropriatesummary statement.

Conveys information through useof chronological order,

cause/effect,

similarity/difference, or questionand answer throughout the

piece.

Organization pattern is based onintroduction, hierarchy of ideas,

sequence of steps or comparison,

and an appropriate summarystatement.

Conveys information through useof chronological order,

cause/effect, similarity/difference,

or question and answer.

Organization pattern is somewhatbased on introduction, hierarchy

of ideas, sequence of steps or

comparison, and an appropriatesummary statement.

Information is loosely conveyed orconnected to topic.

Little or noorganization.

Information does notsupport topic.

Style

Varied transitional elementseffectively link ideas and partsof the paper (e.g. transiton

words and pharses, use of

paragraphs, bullets,subheadings, and numbering)

throughout the piece.

Uses a variety of sentencepatterns and/or descriptive

language throughout the piece.

Varied transitional elementseffectively link ideas and parts ofthe paper (e.g. transiton words and

pharses, use of paragraphs,

bullets, subheadings, andnumbering).

Uses a variety of sentence patternsand/or descriptive language.

Limited use of transitionalelements effectively link ideasand parts of the paper (e.g.

transiton words and pharses, use

of paragraphs, bullets,subheadings, and numbering).

Limited use of a variety of sentencepatterns and/or descriptive

language.

Lacks transitionalelements to effectivelylink ideas and parts of

the paper (e.g.

transiton words andpharses, use of

paragraphs, bullets,subheadings, and

numbering).

Lacks variety ofsentence patterns

and/or descriptive

language.

Conventions

Strong command of usage andgrammar conventions evident.

Application of spelling rules doesnot interfere withunderstandability throughout the

piece.

Strong evidence of theapplication of the writing

process.

Command of usage and grammarconventions evident.

Application of spelling rules doesnot interfere withunderstandability.

Evidence of the application of thewriting process.

Errors in usage and grammarconventions sometimes interfere

with understanding.

Application of spelling rulessomewhat interferes with

understandability.

Some evidence of the applicationof the writing process.

Errors in usage andgrammar conventions

interfere with

understanding.

Application of spellingrules interferes with

understandability.

Little or no evidence ofthe application of the

writing process.

www.gadoe.org
http://www.gadoe.org/http://www.gadoe.org/http://www.gadoe.org/


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PERSONAL REFLECTION

When I first found out about this assignment I was not sure that I could complete it. I have no

educational background and had no idea what standards were until recently. I thought that

standards would only hinder instruction. I now see that standards can help enhance

instruction. They provide a guide to go buy and it is possible to have innovative instruction in

spite of the standards.

I think that my lack of an educational background actually helped with teacher collaboration.

Due to my limited lack of knowledge the standards used in the lesson plan were mainly the

teachers idea. All I required is that the use of technology be mentioned somewhere. This

allowed her to make the lesson plan more useful for her needs. Luckily for me the lesson plan

is easy to follow.

I actually learned something when we began using the lesson plan. I had never used a graphic

organizer before. All I have ever used are outlines. I do plan on using them in the future. I

guess I can now be smarter than a 3rd grader. When it was my turn to teach it was not as bad

as I thought it would be. The kids actually paid attention! It was probably due to my use of a

Promethean board for instruction. Something about viewing information on a big screen

seems to capture students attention. Also my part was mainly about how to find information

and there was no grade to be given just for that. I did have a couple of problems though. I

brought my gear that I use to repair computers with me which I carry in a backpack. The first

day I also had a box with a computer part in it. I had to convince some of the kids that I was

not a student who got kept back a lot of times. The box that I was that day caused one of the


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kids to think that I was a pizza delivery man. I told him that I was not but he said that I made

him hungry.

My experience taught me that I still do not want to be a teacher. If I never hear be still or

be quiet ever again it will be too soon. I may consider being media specialist one day

though. It was not that bad. At least the kids know that you are supposed to be quiet in the

library (although they rarely do).

http://psychology.about.com/od/apastyle/ig/APA-Format-Examples/references.htm

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7136 Information Literacy Plan