Embed Size (px)
DESCRIPTION
FRIT 7136
Citation preview
A Vickrey 1
Information Literacy Lesson PlanAmy Vickrey
FRIT 7136Spring 2012
Instructor Kathryn KennedyGeorgia Southern University
Research Pathfinder URL httpwwwlivebinderscomeditindex334001
A Vickrey 2
GRADE 12 TEACHER(S) Content ndash Whitney Chandler SLMS ndash Amy Vickrey
CONTENT TOPIC Shakespearersquos Macbeth
STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS
Standards 1 Inquire think critically and gain knowledge2 Draw conclusions make informed decisions apply knowledge to new situations and create
new knowledge
Skills Indicator(s) 113 Develop and refine a range of questions to frame the search for new understanding115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness for needs importance and social and cultural context118 Demonstrate mastery of technology tools for accessing information and pursuing inquiry119 Collaborate with others to broaden and deepen understanding212 Organize knowledge so that it is useful214 Use technology and other information tools to analyze and organize information215 Collaborate with others to exchange ideas develop new understandings make decisions and solve problems216 Use the writing process media and visual literacy and technology skills to create products that express new understandings
Benchmark(s) 113 -Explore problems or questions for which there are multiple answers or no ldquobestrdquo answer
-Review the initial information need to clarify revise or refine the questions115 -Evaluate historical information for validity of interpretation and scientific information for
accuracy for accuracy and reliability of data-Recognize the social cultural or other context within which the information was created and explain the impact of context on interpreting the information
118 -Select the most appropriate technologies to access and retrieve the needed information-Use various technologies to organize and manage the information selected
119 -Model social skills and character traits that advance a teamrsquos ability to identify issues and problems and to work together on solutions and products
212 -Organize information independently deciding the structure based on the relationships among ideas and general patterns discovered
214 -Use locally available and web-based interactive presentation and production tools to enhance creativity in effectively organizing and communicating information
215 -Collaborate locally and remotely with peers experts and others to collect produce and share information-Work with others to solve problems and make decisions on issues topics and themes being investigated
216 -Use the most appropriate format to clearly communicate ideas to targeted audiences-Analyze how composition and placement of visual images influence the message-Apply various technological skills to create performances and products-Cite ideas and direct quotes using official style formats
A Vickrey 3
-Employ various strategies for revising and reviewing their own work
Dispositions Indicator(s) 121 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts123 Demonstrate creativity by using multiple resources and formats126 Display emotional resilience by persisting in information searching despite challenges221 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn224 Demonstrate personal productivity by completing products to express learning
Responsibilities Indicator(s) 131 Respect copyrightintellectual property rights of creators and producers133 Follow ethical and legal guidelines in gathering and using information134 Contribute to the exchange of ideas within the learning community135 Use information technology responsibly231 Connect understanding to the real world233 Use valid information and reasoned conclusions to make ethical decisions
Self-Assessment Strategies Indicator(s) 141 Monitor own information-seeking processes for effectiveness and progress and adapt as necessary142 Use interaction with and feedback from teachers and peers to guide own inquiry process144 Seek appropriate help when needed241 Determine how to act on information (accept reject modify)242 Reflect on systematic process and assess for completeness of investigation243 Recognize new knowledge and understanding
CONNECTION TO LOCAL OR STATE STANDARDS
ELAMLRL1 Identify analyze and apply knowledge of the themes structures and elements of drama and provide evidenceELAMLRL2 Identify analyze and apply knowledge of theme and provide evidenceELAMLRL3 Relate a work to its historical andor contemporary context as well as to works from other culturesELA12LSV2 Formulate reasoned judgments about written and oral communication in various media genres and deliver focused coherent and polished presentations that convey a clear and distinct perspective and demonstrate solid reasoning
OVERVIEW Mrs Chandlerrsquos 12th grade Multicultural Literature students after previewing relevant vocabulary literary terms and historical background will be put in groups of 4-5 and each group will trace a chosenassigned theme or motif through a reading of William Shakespearersquos Macbeth They will also make historical and or contemporary connections with the play and thememotif They will create presentations of their findings using appropriate Web 20 tools
FINAL PRODUCT Groups will create presentations of their analysis using a Web 20 tool of their choice and then they will present their information to the class
A Vickrey 4
LIBRARY LESSON(S) The SLMS will give a brief lesson about using online research tools such as Galileo and Cobb Virtual Library and how to locate and use the project pathfinder Another lesson will involve teaching students how to create their own rubric for self-assessment during the creation of the project and possibly the project itself Further into the reading of the play the SLMS will do a couple of mini-lessons on different types of Web 20 presentation tools Periodically throughout process the SLMS will drop in to trouble-shoot with research problems or questions about the Web 20 tools in use
ASSESSMENT
bull Product Teacher and SLMS will use teacher andor student-produced rubric to evaluate group presentation tool and presentation Students will evaluate each otherrsquos presentations using student-produced
rubric (The rubric they produced is on the next page)
bull Process Students will complete daily progress checks in form of sticky note evaluations Teacher and SLMS will conduct frequent group checks throughout each class period to check for understanding
bull Student self-questioning -What background information would help me get an overview of my topic so that I can ask good questions-What are all the sources that might be used-Have I found enough accurate information to answer all my questions-Have I begun to find identify relationships and patterns and thoughtfully reacted to the information I found-How does the evidence I found help me form an opinion or support my thesis-What organizational patterns will help me make sense of my information-What technology tools will help me organize and make sense of my information-What new understandings did I develop about the topic or idea-How do those new understandings apply to other situations or contexts
INSTRUCTIONAL PLAN
bull Resources students will use
10487101048710Online subscription database(s) 104871010487101048710Web sites 104871010487101048710Books 104871010487101048710Reference
104871010487101048710Nonprint 10487101048710Periodicalsnewspapers 10487101048710Other (list) Pathfinder - httpwwwlivebinderscomeditindex334001
bull Instructionactivities o Direct instruction
In the computer lab SLMS will show students the basics of navigating through Galileo and Cobb Virtual Library She will also introduce and explain the projectrsquos research pathfinder Also in the lab the SLMS will use the pathfinder to show
A Vickrey 5
students various Web 20 presentation tools available to them and give brief ldquoHow Tordquo lessons for as many tools as possible
o Modeling and guided practice In conjunction with the direct instruction the SLMS will use sample topics to do guided searches on Galileo and Cobb Virtual Library with the students and show examples of various presentations done on as many Web 20 tools as time permits
o Independent practice Students will be left on their own to experiment with researching main ideas for their themesmotifs to make a preliminary choice of Web 20 tool and to experiment with navigating and organizing information on the tool SLMS and teacher will circulate around computer to answer questions and trouble shoot problems
o Sharing and reflecting Groups will sit with each other throughout process but each group member initially will choose a different research avenue and Web 20 tool to experiment with Once each group member is finished they will come together and share discuss evaluate and rate information and tools to make a decision for presentation Upon leaving each lesson all individual students will leave sticky notes on their computer screens citing favorite websites and Web 20 tools and why
Student-produced Rubric for presentations
4 (Exceeds) 3 (Meets) 2 (Promising) 1 (Developing)Topic Analysis Provides
thorough and detailed analysis(4)
Provides adequate and logical analysis(12)
Shows a basic understanding of topic with some analysis (5)
Basic understanding of topic with surface details only (8)
Images Provides insightful and creative images (4)
Meets minimum requirement w obvious images(16)
Minimum not met but images are appropriate(9)
Minimum not met image choices are unclear(0)
Primary Quotes Provides insightful quotes(4)
Meets minimum requirement w obvious quotes (12)
Minimum not met but images are appropriate (8)
Minimum not met quote choices are inadequate (5)
Bonus Info Insightful and relevant connection w documentation (4)
Relevant but obvious connection w documentation(4)
Basic and obvious connection w documentation(0)
Connection wo documentation(12)
Presentation Tool Creative and unique presentation tool (9)
Relevant presentation tool(16)
Basic presentation tool(4)
Inadequate presentation tool(0)
Presentation Well-rehearsed and smooth
Rehearsed delivery w few stumbles
Unrehearsed presentation w
Obviously unrehearsed
A Vickrey 6
delivery multiple stumbles presentation
Not everyone chose to participate in the bonus
Presentations will not be until next week due to EOCT and graduation testing
Reflection
Truth be told I collaborate with Mrs Chandler on a weekly basis anyway because we both teach Multicultural Literature therefore it was a fairly easy process (It doesnrsquot hurt that shersquos right next door either) I do the same project with my classes however I decided to keep the original project (only Prezis or Power Points) to do with my classes and work with hers with this lesson plan Everything was going smoothly and according to our timeline until EOCT and graduation testing came along The previous unit had to be prolonged until after Spring Break which delayed the start of Macbeth Because of the delay Mrs Chandler decided she needed to stick with the already-made rubric for the final product instead of letting the students create theirs She did however think we had time to allow them to create a simple one for them to evaluate each otherrsquos presentations (see pg 5 results are red) We had a hard time finding computer lab availability but managed to get some and a day in our media center which has 32 computers and 28 laptops I enjoyed playing the part of the Media Specialist We as teachers have to be flexible from day to day but I have a new appreciation for how flexible Media Specialists have to be
Working with her class just reinforced for me how much I enjoy the information-gathering and guiding aspect of teaching It was fun to go into someone elsersquos class to help and guide We are dealing with Seniors after Spring Break so they are compliant at best at this point in the year However as soon as I started showing them the different Web 20 tools on the Pathfinder they perked up immediately It appeared that a handful had worked with some or all of the tools but most had not As with any new technology it took many tries and talking down frustrations to get them to pick and stick with one tool Eventually each group decided on a favorite and they wound up creating great projects Because I had the same testing and time issues for my own classes I wasnrsquot able to come to her class as often as the lesson plan called for but I feel we accomplished much with the little time we could spare
During the whole process many students approached me about the sticky notes I braced myself for complaints but they really like them Mrs Chandler and I tried to go through them together but we wound up dividing them up to save time We tried to make as many useful comments on them as we could and return them in a timely fashion The students seemed to truly appreciate the feedback The teacher in me expected the process to be tedious and a waste of time but it really didnrsquot take long at all and transformed into true formative assessment of their progress I have made a mental note to stock up on sticky notes because we sure did go through many It was fun to go around the computers after they left to see what notes and favorites they left I even got a few ldquoThank Yourdquo notes
A Vickrey 7
The lesson as a whole went well I think if we had introduced the project earlier in the unit we would have had time to let them create the final product rubric testing or no testing I wanted to feel more confident with the Web 20 tools I offered for use so I would probably make the list shorter on the Pathfinder next time
Unfortunately because of the timing Mrs Chandlerrsquos class will not do their final presentations until next week but I was able to go into the computer lab with them today to do a cursory evaluation of the final product minus the presentations She had them do their peer evaluations for me yesterday and their results are in red on their rubric on page 5
Cursory results (using rubric in the pathfinder)
Exceeds Meets Develops LacksELAMLRL1 5 20 4 0ELAMLRL2 5 16 4 4ELAMLRL3(Bonus)
8 8 0 4
ELA12LSV1 na na na na
A Vickrey 2
GRADE 12 TEACHER(S) Content ndash Whitney Chandler SLMS ndash Amy Vickrey
CONTENT TOPIC Shakespearersquos Macbeth
STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS
Standards 1 Inquire think critically and gain knowledge2 Draw conclusions make informed decisions apply knowledge to new situations and create
new knowledge
Skills Indicator(s) 113 Develop and refine a range of questions to frame the search for new understanding115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness for needs importance and social and cultural context118 Demonstrate mastery of technology tools for accessing information and pursuing inquiry119 Collaborate with others to broaden and deepen understanding212 Organize knowledge so that it is useful214 Use technology and other information tools to analyze and organize information215 Collaborate with others to exchange ideas develop new understandings make decisions and solve problems216 Use the writing process media and visual literacy and technology skills to create products that express new understandings
Benchmark(s) 113 -Explore problems or questions for which there are multiple answers or no ldquobestrdquo answer
-Review the initial information need to clarify revise or refine the questions115 -Evaluate historical information for validity of interpretation and scientific information for
accuracy for accuracy and reliability of data-Recognize the social cultural or other context within which the information was created and explain the impact of context on interpreting the information
118 -Select the most appropriate technologies to access and retrieve the needed information-Use various technologies to organize and manage the information selected
119 -Model social skills and character traits that advance a teamrsquos ability to identify issues and problems and to work together on solutions and products
212 -Organize information independently deciding the structure based on the relationships among ideas and general patterns discovered
214 -Use locally available and web-based interactive presentation and production tools to enhance creativity in effectively organizing and communicating information
215 -Collaborate locally and remotely with peers experts and others to collect produce and share information-Work with others to solve problems and make decisions on issues topics and themes being investigated
216 -Use the most appropriate format to clearly communicate ideas to targeted audiences-Analyze how composition and placement of visual images influence the message-Apply various technological skills to create performances and products-Cite ideas and direct quotes using official style formats
A Vickrey 3
-Employ various strategies for revising and reviewing their own work
Dispositions Indicator(s) 121 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts123 Demonstrate creativity by using multiple resources and formats126 Display emotional resilience by persisting in information searching despite challenges221 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn224 Demonstrate personal productivity by completing products to express learning
Responsibilities Indicator(s) 131 Respect copyrightintellectual property rights of creators and producers133 Follow ethical and legal guidelines in gathering and using information134 Contribute to the exchange of ideas within the learning community135 Use information technology responsibly231 Connect understanding to the real world233 Use valid information and reasoned conclusions to make ethical decisions
Self-Assessment Strategies Indicator(s) 141 Monitor own information-seeking processes for effectiveness and progress and adapt as necessary142 Use interaction with and feedback from teachers and peers to guide own inquiry process144 Seek appropriate help when needed241 Determine how to act on information (accept reject modify)242 Reflect on systematic process and assess for completeness of investigation243 Recognize new knowledge and understanding
CONNECTION TO LOCAL OR STATE STANDARDS
ELAMLRL1 Identify analyze and apply knowledge of the themes structures and elements of drama and provide evidenceELAMLRL2 Identify analyze and apply knowledge of theme and provide evidenceELAMLRL3 Relate a work to its historical andor contemporary context as well as to works from other culturesELA12LSV2 Formulate reasoned judgments about written and oral communication in various media genres and deliver focused coherent and polished presentations that convey a clear and distinct perspective and demonstrate solid reasoning
OVERVIEW Mrs Chandlerrsquos 12th grade Multicultural Literature students after previewing relevant vocabulary literary terms and historical background will be put in groups of 4-5 and each group will trace a chosenassigned theme or motif through a reading of William Shakespearersquos Macbeth They will also make historical and or contemporary connections with the play and thememotif They will create presentations of their findings using appropriate Web 20 tools
FINAL PRODUCT Groups will create presentations of their analysis using a Web 20 tool of their choice and then they will present their information to the class
A Vickrey 4
LIBRARY LESSON(S) The SLMS will give a brief lesson about using online research tools such as Galileo and Cobb Virtual Library and how to locate and use the project pathfinder Another lesson will involve teaching students how to create their own rubric for self-assessment during the creation of the project and possibly the project itself Further into the reading of the play the SLMS will do a couple of mini-lessons on different types of Web 20 presentation tools Periodically throughout process the SLMS will drop in to trouble-shoot with research problems or questions about the Web 20 tools in use
ASSESSMENT
bull Product Teacher and SLMS will use teacher andor student-produced rubric to evaluate group presentation tool and presentation Students will evaluate each otherrsquos presentations using student-produced
rubric (The rubric they produced is on the next page)
bull Process Students will complete daily progress checks in form of sticky note evaluations Teacher and SLMS will conduct frequent group checks throughout each class period to check for understanding
bull Student self-questioning -What background information would help me get an overview of my topic so that I can ask good questions-What are all the sources that might be used-Have I found enough accurate information to answer all my questions-Have I begun to find identify relationships and patterns and thoughtfully reacted to the information I found-How does the evidence I found help me form an opinion or support my thesis-What organizational patterns will help me make sense of my information-What technology tools will help me organize and make sense of my information-What new understandings did I develop about the topic or idea-How do those new understandings apply to other situations or contexts
INSTRUCTIONAL PLAN
bull Resources students will use
10487101048710Online subscription database(s) 104871010487101048710Web sites 104871010487101048710Books 104871010487101048710Reference
104871010487101048710Nonprint 10487101048710Periodicalsnewspapers 10487101048710Other (list) Pathfinder - httpwwwlivebinderscomeditindex334001
bull Instructionactivities o Direct instruction
In the computer lab SLMS will show students the basics of navigating through Galileo and Cobb Virtual Library She will also introduce and explain the projectrsquos research pathfinder Also in the lab the SLMS will use the pathfinder to show
A Vickrey 5
students various Web 20 presentation tools available to them and give brief ldquoHow Tordquo lessons for as many tools as possible
o Modeling and guided practice In conjunction with the direct instruction the SLMS will use sample topics to do guided searches on Galileo and Cobb Virtual Library with the students and show examples of various presentations done on as many Web 20 tools as time permits
o Independent practice Students will be left on their own to experiment with researching main ideas for their themesmotifs to make a preliminary choice of Web 20 tool and to experiment with navigating and organizing information on the tool SLMS and teacher will circulate around computer to answer questions and trouble shoot problems
o Sharing and reflecting Groups will sit with each other throughout process but each group member initially will choose a different research avenue and Web 20 tool to experiment with Once each group member is finished they will come together and share discuss evaluate and rate information and tools to make a decision for presentation Upon leaving each lesson all individual students will leave sticky notes on their computer screens citing favorite websites and Web 20 tools and why
Student-produced Rubric for presentations
4 (Exceeds) 3 (Meets) 2 (Promising) 1 (Developing)Topic Analysis Provides
thorough and detailed analysis(4)
Provides adequate and logical analysis(12)
Shows a basic understanding of topic with some analysis (5)
Basic understanding of topic with surface details only (8)
Images Provides insightful and creative images (4)
Meets minimum requirement w obvious images(16)
Minimum not met but images are appropriate(9)
Minimum not met image choices are unclear(0)
Primary Quotes Provides insightful quotes(4)
Meets minimum requirement w obvious quotes (12)
Minimum not met but images are appropriate (8)
Minimum not met quote choices are inadequate (5)
Bonus Info Insightful and relevant connection w documentation (4)
Relevant but obvious connection w documentation(4)
Basic and obvious connection w documentation(0)
Connection wo documentation(12)
Presentation Tool Creative and unique presentation tool (9)
Relevant presentation tool(16)
Basic presentation tool(4)
Inadequate presentation tool(0)
Presentation Well-rehearsed and smooth
Rehearsed delivery w few stumbles
Unrehearsed presentation w
Obviously unrehearsed
A Vickrey 6
delivery multiple stumbles presentation
Not everyone chose to participate in the bonus
Presentations will not be until next week due to EOCT and graduation testing
Reflection
Truth be told I collaborate with Mrs Chandler on a weekly basis anyway because we both teach Multicultural Literature therefore it was a fairly easy process (It doesnrsquot hurt that shersquos right next door either) I do the same project with my classes however I decided to keep the original project (only Prezis or Power Points) to do with my classes and work with hers with this lesson plan Everything was going smoothly and according to our timeline until EOCT and graduation testing came along The previous unit had to be prolonged until after Spring Break which delayed the start of Macbeth Because of the delay Mrs Chandler decided she needed to stick with the already-made rubric for the final product instead of letting the students create theirs She did however think we had time to allow them to create a simple one for them to evaluate each otherrsquos presentations (see pg 5 results are red) We had a hard time finding computer lab availability but managed to get some and a day in our media center which has 32 computers and 28 laptops I enjoyed playing the part of the Media Specialist We as teachers have to be flexible from day to day but I have a new appreciation for how flexible Media Specialists have to be
Working with her class just reinforced for me how much I enjoy the information-gathering and guiding aspect of teaching It was fun to go into someone elsersquos class to help and guide We are dealing with Seniors after Spring Break so they are compliant at best at this point in the year However as soon as I started showing them the different Web 20 tools on the Pathfinder they perked up immediately It appeared that a handful had worked with some or all of the tools but most had not As with any new technology it took many tries and talking down frustrations to get them to pick and stick with one tool Eventually each group decided on a favorite and they wound up creating great projects Because I had the same testing and time issues for my own classes I wasnrsquot able to come to her class as often as the lesson plan called for but I feel we accomplished much with the little time we could spare
During the whole process many students approached me about the sticky notes I braced myself for complaints but they really like them Mrs Chandler and I tried to go through them together but we wound up dividing them up to save time We tried to make as many useful comments on them as we could and return them in a timely fashion The students seemed to truly appreciate the feedback The teacher in me expected the process to be tedious and a waste of time but it really didnrsquot take long at all and transformed into true formative assessment of their progress I have made a mental note to stock up on sticky notes because we sure did go through many It was fun to go around the computers after they left to see what notes and favorites they left I even got a few ldquoThank Yourdquo notes
A Vickrey 7
The lesson as a whole went well I think if we had introduced the project earlier in the unit we would have had time to let them create the final product rubric testing or no testing I wanted to feel more confident with the Web 20 tools I offered for use so I would probably make the list shorter on the Pathfinder next time
Unfortunately because of the timing Mrs Chandlerrsquos class will not do their final presentations until next week but I was able to go into the computer lab with them today to do a cursory evaluation of the final product minus the presentations She had them do their peer evaluations for me yesterday and their results are in red on their rubric on page 5
Cursory results (using rubric in the pathfinder)
Exceeds Meets Develops LacksELAMLRL1 5 20 4 0ELAMLRL2 5 16 4 4ELAMLRL3(Bonus)
8 8 0 4
ELA12LSV1 na na na na
A Vickrey 3
-Employ various strategies for revising and reviewing their own work
Dispositions Indicator(s) 121 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts123 Demonstrate creativity by using multiple resources and formats126 Display emotional resilience by persisting in information searching despite challenges221 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn224 Demonstrate personal productivity by completing products to express learning
Responsibilities Indicator(s) 131 Respect copyrightintellectual property rights of creators and producers133 Follow ethical and legal guidelines in gathering and using information134 Contribute to the exchange of ideas within the learning community135 Use information technology responsibly231 Connect understanding to the real world233 Use valid information and reasoned conclusions to make ethical decisions
Self-Assessment Strategies Indicator(s) 141 Monitor own information-seeking processes for effectiveness and progress and adapt as necessary142 Use interaction with and feedback from teachers and peers to guide own inquiry process144 Seek appropriate help when needed241 Determine how to act on information (accept reject modify)242 Reflect on systematic process and assess for completeness of investigation243 Recognize new knowledge and understanding
CONNECTION TO LOCAL OR STATE STANDARDS
ELAMLRL1 Identify analyze and apply knowledge of the themes structures and elements of drama and provide evidenceELAMLRL2 Identify analyze and apply knowledge of theme and provide evidenceELAMLRL3 Relate a work to its historical andor contemporary context as well as to works from other culturesELA12LSV2 Formulate reasoned judgments about written and oral communication in various media genres and deliver focused coherent and polished presentations that convey a clear and distinct perspective and demonstrate solid reasoning
OVERVIEW Mrs Chandlerrsquos 12th grade Multicultural Literature students after previewing relevant vocabulary literary terms and historical background will be put in groups of 4-5 and each group will trace a chosenassigned theme or motif through a reading of William Shakespearersquos Macbeth They will also make historical and or contemporary connections with the play and thememotif They will create presentations of their findings using appropriate Web 20 tools
FINAL PRODUCT Groups will create presentations of their analysis using a Web 20 tool of their choice and then they will present their information to the class
A Vickrey 4
LIBRARY LESSON(S) The SLMS will give a brief lesson about using online research tools such as Galileo and Cobb Virtual Library and how to locate and use the project pathfinder Another lesson will involve teaching students how to create their own rubric for self-assessment during the creation of the project and possibly the project itself Further into the reading of the play the SLMS will do a couple of mini-lessons on different types of Web 20 presentation tools Periodically throughout process the SLMS will drop in to trouble-shoot with research problems or questions about the Web 20 tools in use
ASSESSMENT
bull Product Teacher and SLMS will use teacher andor student-produced rubric to evaluate group presentation tool and presentation Students will evaluate each otherrsquos presentations using student-produced
rubric (The rubric they produced is on the next page)
bull Process Students will complete daily progress checks in form of sticky note evaluations Teacher and SLMS will conduct frequent group checks throughout each class period to check for understanding
bull Student self-questioning -What background information would help me get an overview of my topic so that I can ask good questions-What are all the sources that might be used-Have I found enough accurate information to answer all my questions-Have I begun to find identify relationships and patterns and thoughtfully reacted to the information I found-How does the evidence I found help me form an opinion or support my thesis-What organizational patterns will help me make sense of my information-What technology tools will help me organize and make sense of my information-What new understandings did I develop about the topic or idea-How do those new understandings apply to other situations or contexts
INSTRUCTIONAL PLAN
bull Resources students will use
10487101048710Online subscription database(s) 104871010487101048710Web sites 104871010487101048710Books 104871010487101048710Reference
104871010487101048710Nonprint 10487101048710Periodicalsnewspapers 10487101048710Other (list) Pathfinder - httpwwwlivebinderscomeditindex334001
bull Instructionactivities o Direct instruction
In the computer lab SLMS will show students the basics of navigating through Galileo and Cobb Virtual Library She will also introduce and explain the projectrsquos research pathfinder Also in the lab the SLMS will use the pathfinder to show
A Vickrey 5
students various Web 20 presentation tools available to them and give brief ldquoHow Tordquo lessons for as many tools as possible
o Modeling and guided practice In conjunction with the direct instruction the SLMS will use sample topics to do guided searches on Galileo and Cobb Virtual Library with the students and show examples of various presentations done on as many Web 20 tools as time permits
o Independent practice Students will be left on their own to experiment with researching main ideas for their themesmotifs to make a preliminary choice of Web 20 tool and to experiment with navigating and organizing information on the tool SLMS and teacher will circulate around computer to answer questions and trouble shoot problems
o Sharing and reflecting Groups will sit with each other throughout process but each group member initially will choose a different research avenue and Web 20 tool to experiment with Once each group member is finished they will come together and share discuss evaluate and rate information and tools to make a decision for presentation Upon leaving each lesson all individual students will leave sticky notes on their computer screens citing favorite websites and Web 20 tools and why
Student-produced Rubric for presentations
4 (Exceeds) 3 (Meets) 2 (Promising) 1 (Developing)Topic Analysis Provides
thorough and detailed analysis(4)
Provides adequate and logical analysis(12)
Shows a basic understanding of topic with some analysis (5)
Basic understanding of topic with surface details only (8)
Images Provides insightful and creative images (4)
Meets minimum requirement w obvious images(16)
Minimum not met but images are appropriate(9)
Minimum not met image choices are unclear(0)
Primary Quotes Provides insightful quotes(4)
Meets minimum requirement w obvious quotes (12)
Minimum not met but images are appropriate (8)
Minimum not met quote choices are inadequate (5)
Bonus Info Insightful and relevant connection w documentation (4)
Relevant but obvious connection w documentation(4)
Basic and obvious connection w documentation(0)
Connection wo documentation(12)
Presentation Tool Creative and unique presentation tool (9)
Relevant presentation tool(16)
Basic presentation tool(4)
Inadequate presentation tool(0)
Presentation Well-rehearsed and smooth
Rehearsed delivery w few stumbles
Unrehearsed presentation w
Obviously unrehearsed
A Vickrey 6
delivery multiple stumbles presentation
Not everyone chose to participate in the bonus
Presentations will not be until next week due to EOCT and graduation testing
Reflection
Truth be told I collaborate with Mrs Chandler on a weekly basis anyway because we both teach Multicultural Literature therefore it was a fairly easy process (It doesnrsquot hurt that shersquos right next door either) I do the same project with my classes however I decided to keep the original project (only Prezis or Power Points) to do with my classes and work with hers with this lesson plan Everything was going smoothly and according to our timeline until EOCT and graduation testing came along The previous unit had to be prolonged until after Spring Break which delayed the start of Macbeth Because of the delay Mrs Chandler decided she needed to stick with the already-made rubric for the final product instead of letting the students create theirs She did however think we had time to allow them to create a simple one for them to evaluate each otherrsquos presentations (see pg 5 results are red) We had a hard time finding computer lab availability but managed to get some and a day in our media center which has 32 computers and 28 laptops I enjoyed playing the part of the Media Specialist We as teachers have to be flexible from day to day but I have a new appreciation for how flexible Media Specialists have to be
Working with her class just reinforced for me how much I enjoy the information-gathering and guiding aspect of teaching It was fun to go into someone elsersquos class to help and guide We are dealing with Seniors after Spring Break so they are compliant at best at this point in the year However as soon as I started showing them the different Web 20 tools on the Pathfinder they perked up immediately It appeared that a handful had worked with some or all of the tools but most had not As with any new technology it took many tries and talking down frustrations to get them to pick and stick with one tool Eventually each group decided on a favorite and they wound up creating great projects Because I had the same testing and time issues for my own classes I wasnrsquot able to come to her class as often as the lesson plan called for but I feel we accomplished much with the little time we could spare
During the whole process many students approached me about the sticky notes I braced myself for complaints but they really like them Mrs Chandler and I tried to go through them together but we wound up dividing them up to save time We tried to make as many useful comments on them as we could and return them in a timely fashion The students seemed to truly appreciate the feedback The teacher in me expected the process to be tedious and a waste of time but it really didnrsquot take long at all and transformed into true formative assessment of their progress I have made a mental note to stock up on sticky notes because we sure did go through many It was fun to go around the computers after they left to see what notes and favorites they left I even got a few ldquoThank Yourdquo notes
A Vickrey 7
The lesson as a whole went well I think if we had introduced the project earlier in the unit we would have had time to let them create the final product rubric testing or no testing I wanted to feel more confident with the Web 20 tools I offered for use so I would probably make the list shorter on the Pathfinder next time
Unfortunately because of the timing Mrs Chandlerrsquos class will not do their final presentations until next week but I was able to go into the computer lab with them today to do a cursory evaluation of the final product minus the presentations She had them do their peer evaluations for me yesterday and their results are in red on their rubric on page 5
Cursory results (using rubric in the pathfinder)
Exceeds Meets Develops LacksELAMLRL1 5 20 4 0ELAMLRL2 5 16 4 4ELAMLRL3(Bonus)
8 8 0 4
ELA12LSV1 na na na na
A Vickrey 4
LIBRARY LESSON(S) The SLMS will give a brief lesson about using online research tools such as Galileo and Cobb Virtual Library and how to locate and use the project pathfinder Another lesson will involve teaching students how to create their own rubric for self-assessment during the creation of the project and possibly the project itself Further into the reading of the play the SLMS will do a couple of mini-lessons on different types of Web 20 presentation tools Periodically throughout process the SLMS will drop in to trouble-shoot with research problems or questions about the Web 20 tools in use
ASSESSMENT
bull Product Teacher and SLMS will use teacher andor student-produced rubric to evaluate group presentation tool and presentation Students will evaluate each otherrsquos presentations using student-produced
rubric (The rubric they produced is on the next page)
bull Process Students will complete daily progress checks in form of sticky note evaluations Teacher and SLMS will conduct frequent group checks throughout each class period to check for understanding
bull Student self-questioning -What background information would help me get an overview of my topic so that I can ask good questions-What are all the sources that might be used-Have I found enough accurate information to answer all my questions-Have I begun to find identify relationships and patterns and thoughtfully reacted to the information I found-How does the evidence I found help me form an opinion or support my thesis-What organizational patterns will help me make sense of my information-What technology tools will help me organize and make sense of my information-What new understandings did I develop about the topic or idea-How do those new understandings apply to other situations or contexts
INSTRUCTIONAL PLAN
bull Resources students will use
10487101048710Online subscription database(s) 104871010487101048710Web sites 104871010487101048710Books 104871010487101048710Reference
104871010487101048710Nonprint 10487101048710Periodicalsnewspapers 10487101048710Other (list) Pathfinder - httpwwwlivebinderscomeditindex334001
bull Instructionactivities o Direct instruction
In the computer lab SLMS will show students the basics of navigating through Galileo and Cobb Virtual Library She will also introduce and explain the projectrsquos research pathfinder Also in the lab the SLMS will use the pathfinder to show
A Vickrey 5
students various Web 20 presentation tools available to them and give brief ldquoHow Tordquo lessons for as many tools as possible
o Modeling and guided practice In conjunction with the direct instruction the SLMS will use sample topics to do guided searches on Galileo and Cobb Virtual Library with the students and show examples of various presentations done on as many Web 20 tools as time permits
o Independent practice Students will be left on their own to experiment with researching main ideas for their themesmotifs to make a preliminary choice of Web 20 tool and to experiment with navigating and organizing information on the tool SLMS and teacher will circulate around computer to answer questions and trouble shoot problems
o Sharing and reflecting Groups will sit with each other throughout process but each group member initially will choose a different research avenue and Web 20 tool to experiment with Once each group member is finished they will come together and share discuss evaluate and rate information and tools to make a decision for presentation Upon leaving each lesson all individual students will leave sticky notes on their computer screens citing favorite websites and Web 20 tools and why
Student-produced Rubric for presentations
4 (Exceeds) 3 (Meets) 2 (Promising) 1 (Developing)Topic Analysis Provides
thorough and detailed analysis(4)
Provides adequate and logical analysis(12)
Shows a basic understanding of topic with some analysis (5)
Basic understanding of topic with surface details only (8)
Images Provides insightful and creative images (4)
Meets minimum requirement w obvious images(16)
Minimum not met but images are appropriate(9)
Minimum not met image choices are unclear(0)
Primary Quotes Provides insightful quotes(4)
Meets minimum requirement w obvious quotes (12)
Minimum not met but images are appropriate (8)
Minimum not met quote choices are inadequate (5)
Bonus Info Insightful and relevant connection w documentation (4)
Relevant but obvious connection w documentation(4)
Basic and obvious connection w documentation(0)
Connection wo documentation(12)
Presentation Tool Creative and unique presentation tool (9)
Relevant presentation tool(16)
Basic presentation tool(4)
Inadequate presentation tool(0)
Presentation Well-rehearsed and smooth
Rehearsed delivery w few stumbles
Unrehearsed presentation w
Obviously unrehearsed
A Vickrey 6
delivery multiple stumbles presentation
Not everyone chose to participate in the bonus
Presentations will not be until next week due to EOCT and graduation testing
Reflection
Truth be told I collaborate with Mrs Chandler on a weekly basis anyway because we both teach Multicultural Literature therefore it was a fairly easy process (It doesnrsquot hurt that shersquos right next door either) I do the same project with my classes however I decided to keep the original project (only Prezis or Power Points) to do with my classes and work with hers with this lesson plan Everything was going smoothly and according to our timeline until EOCT and graduation testing came along The previous unit had to be prolonged until after Spring Break which delayed the start of Macbeth Because of the delay Mrs Chandler decided she needed to stick with the already-made rubric for the final product instead of letting the students create theirs She did however think we had time to allow them to create a simple one for them to evaluate each otherrsquos presentations (see pg 5 results are red) We had a hard time finding computer lab availability but managed to get some and a day in our media center which has 32 computers and 28 laptops I enjoyed playing the part of the Media Specialist We as teachers have to be flexible from day to day but I have a new appreciation for how flexible Media Specialists have to be
Working with her class just reinforced for me how much I enjoy the information-gathering and guiding aspect of teaching It was fun to go into someone elsersquos class to help and guide We are dealing with Seniors after Spring Break so they are compliant at best at this point in the year However as soon as I started showing them the different Web 20 tools on the Pathfinder they perked up immediately It appeared that a handful had worked with some or all of the tools but most had not As with any new technology it took many tries and talking down frustrations to get them to pick and stick with one tool Eventually each group decided on a favorite and they wound up creating great projects Because I had the same testing and time issues for my own classes I wasnrsquot able to come to her class as often as the lesson plan called for but I feel we accomplished much with the little time we could spare
During the whole process many students approached me about the sticky notes I braced myself for complaints but they really like them Mrs Chandler and I tried to go through them together but we wound up dividing them up to save time We tried to make as many useful comments on them as we could and return them in a timely fashion The students seemed to truly appreciate the feedback The teacher in me expected the process to be tedious and a waste of time but it really didnrsquot take long at all and transformed into true formative assessment of their progress I have made a mental note to stock up on sticky notes because we sure did go through many It was fun to go around the computers after they left to see what notes and favorites they left I even got a few ldquoThank Yourdquo notes
A Vickrey 7
The lesson as a whole went well I think if we had introduced the project earlier in the unit we would have had time to let them create the final product rubric testing or no testing I wanted to feel more confident with the Web 20 tools I offered for use so I would probably make the list shorter on the Pathfinder next time
Unfortunately because of the timing Mrs Chandlerrsquos class will not do their final presentations until next week but I was able to go into the computer lab with them today to do a cursory evaluation of the final product minus the presentations She had them do their peer evaluations for me yesterday and their results are in red on their rubric on page 5
Cursory results (using rubric in the pathfinder)
Exceeds Meets Develops LacksELAMLRL1 5 20 4 0ELAMLRL2 5 16 4 4ELAMLRL3(Bonus)
8 8 0 4
ELA12LSV1 na na na na
A Vickrey 5
students various Web 20 presentation tools available to them and give brief ldquoHow Tordquo lessons for as many tools as possible
o Modeling and guided practice In conjunction with the direct instruction the SLMS will use sample topics to do guided searches on Galileo and Cobb Virtual Library with the students and show examples of various presentations done on as many Web 20 tools as time permits
o Independent practice Students will be left on their own to experiment with researching main ideas for their themesmotifs to make a preliminary choice of Web 20 tool and to experiment with navigating and organizing information on the tool SLMS and teacher will circulate around computer to answer questions and trouble shoot problems
o Sharing and reflecting Groups will sit with each other throughout process but each group member initially will choose a different research avenue and Web 20 tool to experiment with Once each group member is finished they will come together and share discuss evaluate and rate information and tools to make a decision for presentation Upon leaving each lesson all individual students will leave sticky notes on their computer screens citing favorite websites and Web 20 tools and why
Student-produced Rubric for presentations
4 (Exceeds) 3 (Meets) 2 (Promising) 1 (Developing)Topic Analysis Provides
thorough and detailed analysis(4)
Provides adequate and logical analysis(12)
Shows a basic understanding of topic with some analysis (5)
Basic understanding of topic with surface details only (8)
Images Provides insightful and creative images (4)
Meets minimum requirement w obvious images(16)
Minimum not met but images are appropriate(9)
Minimum not met image choices are unclear(0)
Primary Quotes Provides insightful quotes(4)
Meets minimum requirement w obvious quotes (12)
Minimum not met but images are appropriate (8)
Minimum not met quote choices are inadequate (5)
Bonus Info Insightful and relevant connection w documentation (4)
Relevant but obvious connection w documentation(4)
Basic and obvious connection w documentation(0)
Connection wo documentation(12)
Presentation Tool Creative and unique presentation tool (9)
Relevant presentation tool(16)
Basic presentation tool(4)
Inadequate presentation tool(0)
Presentation Well-rehearsed and smooth
Rehearsed delivery w few stumbles
Unrehearsed presentation w
Obviously unrehearsed
A Vickrey 6
delivery multiple stumbles presentation
Not everyone chose to participate in the bonus
Presentations will not be until next week due to EOCT and graduation testing
Reflection
Truth be told I collaborate with Mrs Chandler on a weekly basis anyway because we both teach Multicultural Literature therefore it was a fairly easy process (It doesnrsquot hurt that shersquos right next door either) I do the same project with my classes however I decided to keep the original project (only Prezis or Power Points) to do with my classes and work with hers with this lesson plan Everything was going smoothly and according to our timeline until EOCT and graduation testing came along The previous unit had to be prolonged until after Spring Break which delayed the start of Macbeth Because of the delay Mrs Chandler decided she needed to stick with the already-made rubric for the final product instead of letting the students create theirs She did however think we had time to allow them to create a simple one for them to evaluate each otherrsquos presentations (see pg 5 results are red) We had a hard time finding computer lab availability but managed to get some and a day in our media center which has 32 computers and 28 laptops I enjoyed playing the part of the Media Specialist We as teachers have to be flexible from day to day but I have a new appreciation for how flexible Media Specialists have to be
Working with her class just reinforced for me how much I enjoy the information-gathering and guiding aspect of teaching It was fun to go into someone elsersquos class to help and guide We are dealing with Seniors after Spring Break so they are compliant at best at this point in the year However as soon as I started showing them the different Web 20 tools on the Pathfinder they perked up immediately It appeared that a handful had worked with some or all of the tools but most had not As with any new technology it took many tries and talking down frustrations to get them to pick and stick with one tool Eventually each group decided on a favorite and they wound up creating great projects Because I had the same testing and time issues for my own classes I wasnrsquot able to come to her class as often as the lesson plan called for but I feel we accomplished much with the little time we could spare
During the whole process many students approached me about the sticky notes I braced myself for complaints but they really like them Mrs Chandler and I tried to go through them together but we wound up dividing them up to save time We tried to make as many useful comments on them as we could and return them in a timely fashion The students seemed to truly appreciate the feedback The teacher in me expected the process to be tedious and a waste of time but it really didnrsquot take long at all and transformed into true formative assessment of their progress I have made a mental note to stock up on sticky notes because we sure did go through many It was fun to go around the computers after they left to see what notes and favorites they left I even got a few ldquoThank Yourdquo notes
A Vickrey 7
The lesson as a whole went well I think if we had introduced the project earlier in the unit we would have had time to let them create the final product rubric testing or no testing I wanted to feel more confident with the Web 20 tools I offered for use so I would probably make the list shorter on the Pathfinder next time
Unfortunately because of the timing Mrs Chandlerrsquos class will not do their final presentations until next week but I was able to go into the computer lab with them today to do a cursory evaluation of the final product minus the presentations She had them do their peer evaluations for me yesterday and their results are in red on their rubric on page 5
Cursory results (using rubric in the pathfinder)
Exceeds Meets Develops LacksELAMLRL1 5 20 4 0ELAMLRL2 5 16 4 4ELAMLRL3(Bonus)
8 8 0 4
ELA12LSV1 na na na na
A Vickrey 6
delivery multiple stumbles presentation
Not everyone chose to participate in the bonus
Presentations will not be until next week due to EOCT and graduation testing
Reflection
Truth be told I collaborate with Mrs Chandler on a weekly basis anyway because we both teach Multicultural Literature therefore it was a fairly easy process (It doesnrsquot hurt that shersquos right next door either) I do the same project with my classes however I decided to keep the original project (only Prezis or Power Points) to do with my classes and work with hers with this lesson plan Everything was going smoothly and according to our timeline until EOCT and graduation testing came along The previous unit had to be prolonged until after Spring Break which delayed the start of Macbeth Because of the delay Mrs Chandler decided she needed to stick with the already-made rubric for the final product instead of letting the students create theirs She did however think we had time to allow them to create a simple one for them to evaluate each otherrsquos presentations (see pg 5 results are red) We had a hard time finding computer lab availability but managed to get some and a day in our media center which has 32 computers and 28 laptops I enjoyed playing the part of the Media Specialist We as teachers have to be flexible from day to day but I have a new appreciation for how flexible Media Specialists have to be
Working with her class just reinforced for me how much I enjoy the information-gathering and guiding aspect of teaching It was fun to go into someone elsersquos class to help and guide We are dealing with Seniors after Spring Break so they are compliant at best at this point in the year However as soon as I started showing them the different Web 20 tools on the Pathfinder they perked up immediately It appeared that a handful had worked with some or all of the tools but most had not As with any new technology it took many tries and talking down frustrations to get them to pick and stick with one tool Eventually each group decided on a favorite and they wound up creating great projects Because I had the same testing and time issues for my own classes I wasnrsquot able to come to her class as often as the lesson plan called for but I feel we accomplished much with the little time we could spare
During the whole process many students approached me about the sticky notes I braced myself for complaints but they really like them Mrs Chandler and I tried to go through them together but we wound up dividing them up to save time We tried to make as many useful comments on them as we could and return them in a timely fashion The students seemed to truly appreciate the feedback The teacher in me expected the process to be tedious and a waste of time but it really didnrsquot take long at all and transformed into true formative assessment of their progress I have made a mental note to stock up on sticky notes because we sure did go through many It was fun to go around the computers after they left to see what notes and favorites they left I even got a few ldquoThank Yourdquo notes
A Vickrey 7
The lesson as a whole went well I think if we had introduced the project earlier in the unit we would have had time to let them create the final product rubric testing or no testing I wanted to feel more confident with the Web 20 tools I offered for use so I would probably make the list shorter on the Pathfinder next time
Unfortunately because of the timing Mrs Chandlerrsquos class will not do their final presentations until next week but I was able to go into the computer lab with them today to do a cursory evaluation of the final product minus the presentations She had them do their peer evaluations for me yesterday and their results are in red on their rubric on page 5
Cursory results (using rubric in the pathfinder)
Exceeds Meets Develops LacksELAMLRL1 5 20 4 0ELAMLRL2 5 16 4 4ELAMLRL3(Bonus)
8 8 0 4
ELA12LSV1 na na na na
A Vickrey 7
The lesson as a whole went well I think if we had introduced the project earlier in the unit we would have had time to let them create the final product rubric testing or no testing I wanted to feel more confident with the Web 20 tools I offered for use so I would probably make the list shorter on the Pathfinder next time
Unfortunately because of the timing Mrs Chandlerrsquos class will not do their final presentations until next week but I was able to go into the computer lab with them today to do a cursory evaluation of the final product minus the presentations She had them do their peer evaluations for me yesterday and their results are in red on their rubric on page 5
Cursory results (using rubric in the pathfinder)
Exceeds Meets Develops LacksELAMLRL1 5 20 4 0ELAMLRL2 5 16 4 4ELAMLRL3(Bonus)
8 8 0 4
ELA12LSV1 na na na na
