Information Literacy Plan - E Long

8/2/2019 Information Literacy Plan - E Long

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Elisa Long

11/10/2011

INFORMATION LITERACY

PLANFRIT 7136 Georgia Southern University


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INFORMATION LITERACYPLAN

Grade10th , 11th ,12th(Spanish II Honors)

Teacher(s)

Mrs. Long (SLMS), Ms. Russo (teacher)

Content Topic

THE FIVE SENSES ASAPPLIED TO THE LIFE OF A

SPANISH SPEAKING CITIZEN

This unit is a Spanish II lesson plan that allows students to collaborate ingroups and select a Spanish speaking country to research and presentcultural, historical, and relevant information about an average citizen wholives in that country. Students are required to associate their informationwith the Five Senses: hearing, seeing, feeling, smelling, or tasting. Thisunit allows students to research their countries using a variety of resourcesand collaborate with other students in their group to broaden theirunderstanding of Spanish speaking societies.

STANDARDS FOR THE 21ST-CENTURYLEARNER GOALS

1. Inquire, Think Critically, and Gain Knowledge2. Draw conclusions, make informed decisions, apply

knowledge to new situations, and create new knowledge.

3. Share knowledge and participate ethically and productivelyas members of our democratic society.


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Skill Indicators

1.1.4 Find, evaluate, and select appropriate sources to answer questions.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, 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 byidentifying misconceptions, main and supporting ideas, conflicting

information, and point of view or bias.

1.1.8 Demonstrate mastery of technology tools for accessing informationand pursuing inquiry.

1.1.9 Collaborate with others to broaden and deepen understanding3.1.2 Participate and collaborate as members of a social and intellectual

network of learners.

3.1.4 Use technology and other information tools to organize and displayknowledge and understanding in ways that others can view, use, and

assess.

Benchmarks

1.1.4 Use specialized reference materials to find specific and in-depth

information.

1.1.6 Interpret information presented in various formats.

1.1.8 Use a range of electronic resources efficiently, effectively, and safely

by applying a variety of search and evaluation strategies.

1.1.9 Help to organize and integrate contributions of all group members in

to products.

2.1.5 Work with others to select, organize, and integrate information andideas from a variety of sources and formats.


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Disposition Indicator(s)

2.2.1 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 drawn.

2.2.4 Demonstrate personal productivity by completing products to express

learning.

3.2.3 Demonstrate teamwork by working productively with others.

Responsibilities Indicator(s)

1.3.2 Seek divergent perspectives during information gathering and

assessment.

1.3.3 Follow ethical and legal guidelines in gathering and using

information.

1.3.5 Use information technology responsibly.

2.3.2 Consider diverse and global perspectives in drawing conclusions.

Self Assessment Strategies Indicator(s)

1.4.1 Monitor own information-seeking processes for effectiveness and

progress, and adapt as necessary.

1.4.2 Use interaction with and feedback from teachers and peers to guideown inquiry process.

1.4.4 Seek appropriate help when it is needed.

2.4.3 Recognize new knowledge and understanding.

3.4.3 Assess own ability to work with others in a group setting by

evaluating varied roles, leadership, and demonstrations of respect for

other viewpoints.


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CONNECTION TO LOCAL OR STATE STANDARDS

MLII.P1The students present information orally and in writing using familiar and newly-acquired

vocabulary, phrases, and patterns. The students:A. Relate main ideas and essential details from level-appropriate print or non- print

material.

B. Give brief, organized oral presentations, using visual and technological support as

appropriate.

A. Write short, organized compositions, using visual and technological support asappropriate.

B. Demonstrate Novice-Mid to Novice-High proficiency in oral and writtenpresentations with

respect to proper pronunciation, intonation, and writing mechanics.

MLII.CU1

The students understand perspectives, practices, and products of the cultures where thetarget language is spoken and how they are interrelated. The students:

A. Participate in real or simulated cultural events, such as family activities and holidaycelebrations.

B. Identify patterns of behavior typically associate with cultures, such as eating andshopping

customs, leisure activities, and celebration of national holidays.

C. Examine the influence of the geography of the countries studied on cultural elementssuch asfood, clothing, dwellings, transportation, language, and art.

MLII.CCC4

The students identify current events and issues in the target culture(s). The students:A. Give information regarding major current events of the target culture(s).

B. Understand the impact of major current events on the target culture(s).


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OVERVIEW:

Spanish II Honor students should be knowledgeable in Spanish-speaking culturesand countries around the world. After identifying these countries, students shouldbe able to construct a basic knowledge about these countries and their cultures.With the other members of assigned group, students will present a Spanish-speaking country interactively through the five senses: touch, sight, smell, sound,and taste. We will focus on the lesson pertaining to the sense of sight. Studentsmay research information pertaining to sites that might be seen in their selectedcountry.

Group members must work together to ensure each aspect of the presentation iscovered and each group member must speak during the presentation. Thepresentation itself should be no more than 20 minutes in length and will be done inSpanish but you may use note cards to remember what you need to say. Studentsshould build upon prior knowledge presented in other courses and this course.Then, students should collaborate on places, items, or anything that might be seenin their selected country.

Inquiry Questions: (teacher focuses on these questions during theclassroom lessons)

1. What cultural items or locations might be seen on a given day in yourselected country?

2. What specific details about visions in your selected country are uniqueand special to that culture?

3. What Historical sites might one see in their selected country?4. What items, similar or different, might you see that are different or

similar to your culture in the United States?


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FINAL PRODUCT:

Upon completion of research lesson, students will choose and develop a Web

2.o presentation application and build a presentation that shows pictures,items, or locations related to the vision sense of their selected country.

Students may use photographs, video, or any visual component that relates to

visions in their country.

LIBRARY LESSON(S):

1. Addressing class initially as a whole group, the SLMS will introducethe students to various methods of research available in the MediaCenter via PHS Spanish II website.

2. Addressing the students again as a whole group, the SLMS willintroduce the students to several Web 2.0 applications that could be

used to present their visual information as a presentation via PHS

Spanish II website.

Process

SLMS and teacher observe, answer questions, and assist students

researching and completing presentation throughout the 125 minute lesson.

Student Self-Questioning

Did I understand my assignment? Was I able to use Media Center resources to find relevant

information for my project?

Was I able to utilize Web 2.0 technology to build a presentationon site related aspects of my selected Spanish speaking country?

Did I participate and contribute to my groups activity?


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INSTRUCTIONALPLANResources Students Will Use:

KWL Chartresponsible for contribution during whole classdiscussion

Individual KWL Chart Website http://ancientgreece.co.uk/menu.html

INSTRUCTION/ACTIVITIES

Direct Instruction: As class comes in, engage students by having theKWL chart on the Smartboard complete with the headings, What weknow about virtual field trips, What we want to know about virtual

field trips, and What we learned about virtual field trips displayed.

The SLMS will also hand out individual KWL charts as the students

enter the room. SLMS will introduce the KWL chart and how it works

then discuss the questions, filling in the first column then the second

column as students are called upon for answers. SLMS and teacher

will review with students what they have been learning in their

classroom to make connections and identify purpose for the lesson

(SFT21stCLIA p. 69). SLMS will continue with discussion on virtualfield trips while displaying examples of virtual field trips on

Smartboard using

http://www.exploratorium.edu/neverlost/#/navigation/planetarium,

http://homeworkspot.com/fieldtrip, andhttp://field-

trips.org/cross/world/index.htm.

Modeling and Guided Practice: Upon completion of the last tour,SLMS will then type inhttp://www.ancientgreece.co.uk/menu.htmlas

she directs the students to also navigate to the same website.

Students are to click on Knowledge & Learningthen follow the same

navigation links as the SLMS takes them through the Story, Explore

and Challengelinks. SLMS explains they are to explore a minimum of

two links before navigating to theAcropolis. Students are given 10

minutes to navigate their chosen links.

Independent Practice: At the end of 10 minutes, students are directedto theAcropolislink where they are to design and build their Greek
http://ancientgreece.co.uk/menu.htmlhttp://ancientgreece.co.uk/menu.htmlhttp://www.exploratorium.edu/neverlost/#/navigation/planetariumhttp://www.exploratorium.edu/neverlost/#/navigation/planetariumhttp://homeworkspot.com/fieldtriphttp://homeworkspot.com/fieldtriphttp://field-trips.org/cross/world/index.htmhttp://field-trips.org/cross/world/index.htmhttp://field-trips.org/cross/world/index.htmhttp://field-trips.org/cross/world/index.htmhttp://www.ancientgreece.co.uk/menu.htmlhttp://www.ancientgreece.co.uk/menu.htmlhttp://www.ancientgreece.co.uk/menu.htmlhttp://www.ancientgreece.co.uk/menu.htmlhttp://field-trips.org/cross/world/index.htmhttp://field-trips.org/cross/world/index.htmhttp://homeworkspot.com/fieldtriphttp://www.exploratorium.edu/neverlost/#/navigation/planetariumhttp://ancientgreece.co.uk/menu.html


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temple in the Challenge sectionof theAcropolis. Remind students they

are to print only the finished product, which, with their completed

KWL chart, is their Ticket out the door for the lesson. The SLMS

assists students who have questions.

Sharing and Reflecting: The last 10 minutes are devoted to studentscompleting their individual KWL chart. Students hand the SLMS

their Greek temple design and KWL chart as they leave the room.

ASSESSMENT OF STUDENT LEARNING AND RESULTSAssessment: Through the use of informal observations and a checklist,it was determined that each of the 23 students successfully accessed

the given websites and stayed on task. With the teacher and SLMSwalking around during the entire lesson and answering questions as

needed, the behavioral problems were few. The temple design activity

was chosen due to its encouragement of independent learning and

because the finished project was proof of the students newly acquired

knowledge: the site does not allow the student to progress until they

make a design decision at each step. For example, the Build a Temple

Challenge Step 1 prompts the user to choose either Ionic or Doric for

the order or style of the temple. Once chosen, the user is given an

explanation of their chosen style. Next, the user must decide how

large their temple will be based on the size of the columns (6, 10, or 18

meters). The Challenge continues with the user choosing the building

and roof material, whether to add Pediments or Akroteria and even if

theyd like to design a new statue of Athena for their temple.

The KWL chart is an assessment tool that activates students prior and

existing knowledge. It proved an excellent assessment tool with the

virtual field trips, as the students were excited and surprised to

uncover what they knew and what they wanted to learn. Its not

surprising that the majority of students had heard of a virtualfieldtrip, though only three students had accessed one online.

Results: 23 out of 23 students completed and submitted an originaldesign of a Greek temple based on the above-description of the

architectural design format. In addition, all 23 students returned their

KWL chart, though four had only 12 words describing what theyd

learned (new websites). The remaining 19 students had various


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answers ranging from, New sites to help with homework, Cool way

for research, and Almost as good as a real one.

REFLECTIONFirst, the lesson itself was engaging as evidenced by studentobservation and feedback, but I feel the lesson could have easily been

divided into two separate lessons: Day OneAccessing and navigating

several virtual field trips Day TwoFocusing on Ancient Greece and

The British Museums online exhibit and project creation. But then

again, the teachers focus was Greece, so one day committed to

unrelated virtual field trips doesnt make sense.

Secondly, once I understood the teachers end result it was easier to

design the lesson.

The future lesson that builds on the information literacy lesson has thestudents physically constructing a Greek temple during Art class.

Though I was taught to design multi-disciplinary, thematic units,

actually witnessing one implemented was new to me. Ive found the

majority of teachers do not teach this way, though the research

supports it.

Finally, the collaborative effort was informative, exhilarating and

discouraging. I thoroughly enjoyed talking about the standards and

picking the teachers brain for ideas. She welcomed my questionsand input, but I also sensed that this was her unit, which, in

retrospect, explains why we added a lesson instead of changing the

existing ones. Time is precious for teachers, so I was grateful to have

this one class period. Also, Im actually thankful for email and text

messaging (normally, Im not a huge fan) as they assisted in our

collaborative efforts tremendously. What time savers! Overall, I give

the experience a B+. Given additional time and my own media center,

it would definitely be an

Honors Spanish II 5 Senses Project


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Sight Rubric

Main TasksLacking

Minimum Effort& Creativity

Used to CompleteTask

Minimum Effort

& Creativity Useto Complete Task

Average Effort

& CreativityUsed to

Complete Task

Exceptional

Effort &Creativity Used

to CompleteTask

Total Achieved

Score

Achievable Points 0 2 3 5 6 8 9 - 10

Cultural

Sites

Included

Locations

cited

Visuals

Historical

Sites

Included

Locations

cited

Visuals

Environme

ntal Sites

Included

Locations

cited

Visuals

Secondary TasksDid Not Include

in ProjectMinimum Effort

UsedAverage Effort

& UsedExceptionalEffort Used

Total AchievedScore

Achievable Points 0 - 2 3 - 5 6 - 8 9 -10

Miscellaneous Visuals

Included

Web 2.0 Application Used

Presentation20 minutes

in length

References Cited

Total Points Achieved ( out of 100)

Documents

Information Literacy Plan - E Long