Stallings Information Literacy Lesson Plan

8/13/2019 Stallings Information Literacy Lesson Plan

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Information Literacy Lesson Plan

Adrien Stallings

Georgia Southern University/ Go ViewFRIT 7136

Spring 2013

Dr. Repman

Pathfinder: http://adrienstallings.yolasite.com/german-pathfinder.php

http://www.google.com/url?q=http%3A%2F%2Fadrienstallings.yolasite.com%2Fgerman-pathfinder.php&sa=D&sntz=1&usg=AFQjCNGqzI7GzQ16PCn0pk91VEn5r4qFjg




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Information Literacy Lesson Plan

Grade: 10, 11, 12 SLMS: Adrien Stallings Teacher: Elise Cona

Content Topic: German II and German III

Other important links:Storyboard (http://adrienstallings.yolasite.com/resources/storyboard_template.pdf )

Movie Maker Tutorial

(http://adrienstallings.yolasite.com/resources/moviemaker_tutorial.pdf..pdf )

Standards for the 21st Century Learner Goals

Standard(s):

1. Inquire, think critically, and gain knowledge.

2. Draw Conclusions, make informed decisions, supply knowledge to new situations, and

create new knowledge.

3. Share knowledge and participate ethically and productively as members of ourdemocratic society.

Benchmark(s):

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.

2.1.5: Collaborate with others to exchange ideas, develop new understandings, make

decisions, and solve problems.

3.1.3: Use writing and speaking skills to communicate new understandings effectively.

3.1.4: Use technology and other information tools to organize and display knowledge and

understanding in ways that others can view, use, and assess.4.1.8: Use creative and artistic formats to express personal learning.

Dispositions Indicator(s):

● Listen respectfully and objectively; offer constructive feedback.

● Contribute opinions, ideas, and questions in a responsible manner.

● Take on different roles and tasks willingly within the group to accomplish shared

ends.

● Help to leverage strengths of others to accomplish a common goal.

Responsibilities Indicator(s):

● Contribute opinions and supporting evidence to group deliberations.

● Listen to opinions and evidence of others.

● Ask and respond to questions in group exchanges of ideas.

● Ask leading questions that draw out interests and experiences of others.

● Engage others in discussions and debates around important issues

Self-Assessment Strategies Indicator(s):

http://www.google.com/url?q=http%3A%2F%2Fadrienstallings.yolasite.com%2Fresources%2Fmoviemaker_tutorial.pdf..pdf&sa=D&sntz=1&usg=AFQjCNGPkmA_eDg0he0UutLln1rDXxl_NQ

http://www.google.com/url?q=http%3A%2F%2Fadrienstallings.yolasite.com%2Fresources%2Fstoryboard_template.pdf&sa=D&sntz=1&usg=AFQjCNHjnGQxFUKGJ9rQaVyPggIwnFfXZg



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● Assess the quality and effectiveness of the learning product.

● Assess own ability to work with others in a group.

● Recognize the limits of your own personal knowledge.

Connection to Local or State Standards

MLII.INT1 The students understand spoken and written language on new and familiartopics presented through a variety of media in the target language, including authentic

materials. The students:

A. Identify main ideas and essential details when reading and listening.

B. Interpret culturally authentic materials and information.

C. Comprehend and follow oral and written instructions.

D. Demonstrate Novice-Mid to Novice-High proficiency in listening and reading

comprehension.

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and

written messages in the target language. The students:A. Differentiate among increasingly complex statements, questions, and exclamations.

B. Interpret basic gestures, body language, and intonation that clarify a message.

MLII.P1 The 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.

C. Write short, organized compositions, using visual and technologicalsupport as appropriate.

D. Demonstrate Novice-Mid to Novice-High proficiency in oral and written

presentations with respect to proper pronunciation, intonation, and writing mechanics.

MLII.P2 The students present rehearsed and unrehearsed material in the target language,

such as skits, poems, short narratives, and songs. The students:

A. Demonstrate Novice-Mid to Novice-High proficiency in pronunciation and

intonation when presenting material.

B. Demonstrate comprehension of material.

Common Core Standards:

CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience

reflected in a work of literature from outside the United States, drawing on a wide reading

of world literature.

CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as dialogue, pacing,

description, reflection, and multiple plot lines, to develop experiences, events, and/or

characters.

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FW%2F11-12%2F3%2Fb%2F&sa=D&sntz=1&usg=AFQjCNFSIzaOFu686-bMueuE_y80KngRKA

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FRL%2F9-10%2F6%2F&sa=D&sntz=1&usg=AFQjCNGBVsNbc1cr2IddB1C1n1ObN43VoQ



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CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach, focusing on addressing what is most

significant for a specific purpose and audience.

CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish,

and update individual or shared writing products in response to ongoing feedback,

including new arguments or information.

CCSS.ELA-Literacy.W.11-12.3a Engage and orient the reader by setting out a problem,

situation, or observation and its significance, establishing one or multiple point(s) of view,

and introducing a narrator and/or characters; create a smooth progression of experiences

or events.

Overview:

Ms. Cona’s German II and German III students are learning about fairy tales and the

simple past. Their assignment requires them to work in small groups to re-write one of

Grimm’s fairy tales in the German language. This project will require them to work in

teams, plan and effectively communicate to develop a storyline, and use technology to

illustrate as well as practice their spoken language.

Final Product:

Students will create a video using Windows Movie Maker and Audacity software programs

to tell their modern fairy tales.

Library Lesson(s):

The Media Specialist portion of this lesson takes place over two class periods. One period

devoted to students selecting a fairy tale, brainstorming their modern spin on the events,

and a demonstration of blocking a storyboard for those who are ready to move on.

Storyboard blocking demonstrations will also be used by the classroom instructor. The

second day of instruction (not back to back) is for teaching students how to use the

software programs to create movies and audio files.

Assessment:

● Product- Videos are assessed by both the school library media specialist and the

classroom teacher. The SLMS is evaluating for use of images, transitions, andevidence of cooperative planning. The classroom teacher is primarily evaluating

grammar and pronunciation.

● Process- There are several checkpoints spread throughout the project to allow for

observation of collaboration, as well as observation and assistance with new

technology.

● Student self-questioning-

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FW%2F11-12%2F3%2Fa%2F&sa=D&sntz=1&usg=AFQjCNFBlbE2jd1DvXP2SL0tJ7Qjs-mTVg

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FW%2F11-12%2F6%2F&sa=D&sntz=1&usg=AFQjCNGFdXtnf1INmsdxh8Z1s78YjB8oVA

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FW%2F9-10%2F5%2F&sa=D&sntz=1&usg=AFQjCNEbjsxGMhFTVOuAYR81YAghPOeJYQ

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FW%2F9-10%2F4%2F&sa=D&sntz=1&usg=AFQjCNE2xSL257rHNozq-rr6cK0RfejDNQ



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○ Did I complete the Marchen proposal with my partner?

○ Did I participate and contribute to the group planning discussions?

○ Did I offer constructive criticism to the proposals/ drafts I reviewed for other

groups?

○ Did I seek help from peers and instructors when needed throughout the

process?

Instructional Plan

● Resources students will use:

○ Websites--Documents and files were originally hosted on the classroom

teacher’s website to make it easier for other class periods to access the

information; however they have since been moved to the pathfinder site.

○ Software: Windows Movie Maker, Audacity

○ Other: student notebooks,

● Instruction/ Activities:Day One (Extended class period- Hybrid Day- 90 minutes)

○ Direct Instruction: Students are brought into the media center by their

classroom instructor and asked to sit at the tables (rather than computers).

While students are at the tables the two instructors discuss characteristics of

a fairy tale with the students. Students are asked to share titles of any fairy

tales they remember as a child. The media specialist then explains to the

class that they will be putting a modern spin on one of Grimm’s fairy tales

and discusses the timeline created with Ms. Cona.

○ Modeling & Guided Practice: The German instructor announces the groups

and tells students to login on computers and direct their attention to theprojector screen in the media center. On the screen is the website they will

use for the project to read Grimm’s fairy tales, access planning sheets, peer

review forms, and rubrics. Students are then given time to review and discuss

fairy tales in order to select one for their project. After twenty minutes the

German instructor selects one story for the class to read (different story

each period) and then both instructors ask the class for suggestions on how

to modify that story through a series of questions. As students offer

suggestions (“tell story from “a’s” point of view,” “don’t let him rescue the

girl,” etc.) these suggestions are typed on the projector screen for all to see.

Next students are asked to help fill out the storyboard for our new story.

○ Independent Practice: Students review of stories and exploration of sites/

links vital to this assessment. Some will also begin filling out their proposal

document and perhaps a storyboard; however, additional class time is given

throughout the week to further develop proposals and storyboards.

○ Sharing & Reflecting: Students share during the initial class discussion on

fairy tales and during the class discussion on how to modify a story.

Students will also have the opportunity to share with instructors as we walk



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around the media center to check the process and progress of groups.

Day Two

○ Direct Instruction: In the media center groups are directed back to the site

for their project. Here they will look at the links for images and each

student will quickly download 10-15 images over any topic they choose inorder to create a sample movie maker project following the instructions of

the media specialist. Once this portion of large group instruction is

complete, one person from each group is taken to the conference room

where laptops and microphones are set up to teach students how to use

audacity to record their audio files.

○ Modeling & Guided Practice: Students are guided step-by step on how to

create a movie using Windows Movie Maker through handouts and

instruction modeled by the Media Specialist on the large screen. In training

students on the use of audacity, they are given a sample passage to read and

record in English. This file is saved in a format to allow editing and alsofinalized. A sample movie maker project is then create by the students using

stock images already on their computer (3-4 images) and their audio files

are uploaded and further manipulated.

○ Independent Practice: Individual students practice creating their sample

movies, familiarizing themselves with the software, transitions, text, saving

process, etc. While students are receiving small group instruction in the

conference room, their other group members are busy working on their

storyboards or downloading images for their video under the supervision of

their classroom instructor. Those students receiving students receiving

instruction on the use of Audacity are dismissed to return to their groupsand teach these skills to their group members when they are ready to record

their audio files.

○ Sharing & Reflecting: As instructors come around to each group, groups

will have the opportunity to reflect on what they have done correctly, where

they need assistance, and evaluate where they are in the process of

completing the assignment on time.

Note: Students had more than two days to complete this project; however, I was only able

to commit two days of my planning period for direct instruction.

Pathfinder: http://adrienstallings.yolasite.com/german-pathfinder.php

Reflection of Lesson and Collaboration:

Collaboration was quite easy on this task as Ms. Cona and I have worked together before

and often brainstorm ideas together. The most challenging part about the collaboration

was finding time to meet with each other, time in the media center, and time for me to

provide direct instruction to the class as well as individual instruction to Ms. Cona.




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Teaching two Advanced Placement courses this year I could not afford to miss

instructional time in my own class, so we decided that her first period class would work

best because that period was also my planning period. Our meetings for collaboration

were often over lunch or after school. Having several of her German II and German III

students in my classes as well helped to put the students at ease with my instruction and

gave them the opportunity to approach me for help or quick questions as well.

We learned that students didn’t need quite as much computer time as we scheduled so we

could comfortably cut two days of lab time off of the plan next year, this would encourage

more productivity in the time that we are scheduled for computers. Students did a great

job of helping each other with translations because of the peer evaluation sheets. They

naturally encouraged each other to be creative and push their stories to some rather

creative endings and seemed to enjoy the spirit of creative “competition”.

90% of students scored an 85 or higher on this assignment. The remaining 10% lost

points for multiple reasons, including but not limited to: volume, pronunciation, use of graphics not relevant to story.



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Name:

Datum:

Stunde:

Märchen Proposal

Directions: This assignment is designed to help you brainstorm the story

that you will be writing (auf Deutsch of course!) as your final assessment

for this unit on fairy tales. Remember: you can either write your own fairy

tale from scratch OR you can write a “twisted” fairy tale in which you take

an existing fairy tale and change it up. This means you can change the

ending, you can write it from a different character’s perspective, or you

can “update” it as a modern 2013 fairy tale, and so on.

*Feel free to use this brainstorming time to research existing fairy tales

that you may want to twist! Below are two links to the entire collection of

Grimm’s Fairy Tales:

http://www.cs.cmu.edu/~spok/grimmtmp/

http://www.nationalgeographic.com/grimm/index2.html

This proposal is to be done IN ENGLISH. It is just to help you brainstorm

and get started so that when it’s time to write your fairy tale auf Deutsch,

you already have ideas in your head.

Type your responses to each question below. Feel free to also include anyadditional information that is relevant to your story. When you’re done,

save this document, print out two copies (one for you and one for Ms.

Cona), and turn in one copy.

http://www.google.com/url?q=http%3A%2F%2Fwww.nationalgeographic.com%2Fgrimm%2Findex2.html&sa=D&sntz=1&usg=AFQjCNFBl8e3dRhiat1cMvZ1qQsVB4Ro6g

http://www.google.com/url?q=http%3A%2F%2Fwww.cs.cmu.edu%2F~spok%2Fgrimmtmp%2F&sa=D&sntz=1&usg=AFQjCNG9z40qGDxucdrnehL7u8bjgWPppA



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Mein Märchen

What is the title of your story?

Is your story a “twisted” fairy tale? If so, what original story are you

twisting? In what way are you twisting the story?

Who is your main character? Describe this character.

Who else will be in your story? Give names & descriptions of other

characters.

What are the settings for your story? à Where will it start, where will most

of the plot take place, where will it end, etc?

What will happen in your story? à Just give a brief description of the basic

plot and events that will take place. No need for details here…save that

for the real story!

How will your story end?



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What is the moral of your story? Remember, fairy tales have a moral!

Name:____________________________________ Datum:_______________________ Stunde:___________

Deutsch II/III

Märchen Peer Editing Worksheet

Editor’s Name: ____________________________________________________________________

Name of Author You’re Editing:_________________________________________________

Directions: Read a classmate’s rough draft of his/her first 100 words. As you read,make any corrections to their rough draft as needed (corrections may be in

spelling, grammar, capitalization, punctuation, etc.) In addition to making

corrections on the rough draft, answer the following questions (in English)

regarding the first 100 words of your classmate’s fairy tale.

1. Is there a title? If so, what is it? Is it simply “Märchen” or is it more descriptive

and creative?

2. Is the rough draft at least 100 words? How many words are there exactly?

3. Describe the opening to the fairy tale. Is there a good-set up, or does the story

simply start? Good introductions to fairy tales usually begin with something like “Eswar einmal ein Mädchen ...” or “Es gab einen Bauer ...” . If the story simply starts out

“Rotkäppchen ging zu ihrer Großmutter,” then some basic explanatory information is

missing.



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4. Does the first sentence (or two) clue you in to the fact that this is a fairy tale? For

example: does it mention specific fairy-tale characters (Prinz, König, Frosch) or

settings (Schloss, Hütte)? Does something else indicate that we’re dealing with a

traditional or folk-based story? If the story is a retelling from a different

perspective, what is the new perspective and is this perspective made clear?

5. Is it written in the simple past tense (e.g. kam, ging, war )? How many different

verbs are used in this first 100 words?

6. Are there any sections/sentences that simply aren’t clear? If so, put a wavy lineunder them. Does it seem to you that the problem is due to vocabulary (either

mis-chosen words or words that you don’t recognize), or to grammar/structural

problems, or is it simply incomprehensible?

7. Does the story progress logically? Obviously, fairy-tales have fantastic elements to

them, but they usually follow a certain logical progression. Does this story have any



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large time gaps that need filling in, or chronological jumps that might cause

confusion? Do the actions of the characters seem reasonable? Does the action seem

motivated by the story, or does it feel forced by the author?

8. In retrospect, does the title (if there is one) match the actual story? Would you

suggest any changes to the title? If there is no title, what title would you suggest?

Just give a brief description of the basic plot and events that will take

place. No need for details here…save that for the real story!



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Name:____________________________________ Datum:_______________________ Stunde:___________

Deutsch II/III

Märchen Peer Editing Worksheet

Name of Author You’re Editing:_________________________________________________

Directions: Read a classmate’s rough draft of his/her complete Märchen. As you

read, make any corrections to their rough draft as needed (corrections may be in

spelling, grammar, capitalization, punctuation, etc.) In addition to making

corrections on the rough draft, answer the following questions regarding your

classmate’s fairy tale.

1. How many words are in the second 100 words? How many words are there now

in the total fairy tale?

2. What is the title of your classmate’s fairy tale? If there isn’t one, write at least 3

suggestions for titles AUF DEUTSCH.

3. Fairy tales always have a moral by the end of the story. What is the moral of your

classmate’s fairy tale? If a moral is not evident, write some suggestions (in English)

of morals he/she could incorporate into the story.

4. How many different verbs are used in the second 100 words? How many different

verbs are used throughout the entire fairy tale?



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5. How many different adjectives are used in the second 100 words? How many

different adjectives are used throughout the entire fairy tale?

6. On the backside of this sheet, write at least three suggestions for your classmate

on how he/she could improve his/her fairy tale. Suggestions may be in English.



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Name___________________________________________ Datum______________________ Stunde________

Deutsch II/III

Märchen Projekt Rubric

Directions: You will write an original fairy tale or “twist” an existing fairy tale.

Your fairy tale must be written in the simple past tense and it must be at least 200

words. Your project is divided into several sections and will be worth a total of two

test grades and several daily grades…so please take this project seriously!

Phase 1: Rough Drafts and Peer Editing

TIMELINE

· Rough draft of first 100 words (auf Deutsch!) = due at the beginning of class

Wednesday, March 6th (1st period) & Thursday, March 7th (4th & 6th periods)

· First session of peer editing and reviewing = during class on Wednesday, March

6th (1st period) & Thursday, March 7th (4th & 6th periods)

· Rough draft of second 100 words (auf Deutsch!) = due at the beginning of class

Wednesday, March 13th (1st period) & Thursday, March 14th (4th & 6th periods)

· Second session of peer editing and reviewing = during class on Wednesday,

March 13th (1st period) & Thursday, March 14th (4th & 6th periods)

Rubric for Phase 1

Requirement Points Possible Points Earned Comments

1st Rough Draft

- auf Deutsch

- at least 100

words

- attempted to

50



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include a variety of

verbs

- attempted to

include adjectives

Peer Editing

Round 1

- Peer review/edit

the first rough

drafts of 2 different

students

- Complete

accompanying peer

review forms

accordingly

50

(25 each)

2nd Rough Draft

- auf Deutsch

- at least 100 words

- attempted to

include a variety of

verbs

- attempted to

include adjectives

50

Peer Editing

Round 2

- Peer review/edit the second rough

drafts of 2 different

students

- Complete

accompanying peer

50(25 each)



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review forms

accordingly

Total PointsPossible

200

(Daily Pts.)

Phase 2: Final Copy of Märchen

TIMELINE

· I will not collect this until the final due date for the entire project, Tuesday, April

2nd

to be exact.

· HOWEVER, you should probably have your final copy ready to go on Tuesday,

March 19th because that’s our first day in the computer lab to work on movies.

Rubric for Phase 2 (Written Story)


Length

- Final Story is at

least 200 words

long

20

Title

- Story has a

creative title

5

Grammar

- Story is written in

the simple past

tense 40



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- All sentences are

grammatically

correct

- Proper spelling is

used

- Proper

capitalization and

punctuation is used

Verbs

- At least 20

different verbs are

used

- Verbs are in the

simple past tense

20

Adjectives

- At least 15

different adjectives

are used before

nouns

- Adjectives have

accurate endings

15

Mechanics

- Final story is

typed

- Story is

double-spaced

- Final word count is included at the

bottom of your

story

- Name, date, and

class period are in

20



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the top left-hand

corner of your

story

Total Points

Possible

120

(Test Pts.)

Phase 3: Märchen Movie

TIMELINE:· Due Date for Final Movie = Tuesday, April 2, 2013

· You will have almost 2 full weeks in the media center and/or computer lab to

work on your movie

·

Rubric for Phase 3 (Märchen Movie)


Title Page

- Movie has a title

page that clearly

displays the title of

your story

- Includes a picture

- Includes theauthor’s name

(YOU!)

10

Story Pages

- Movie has at least



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20 different story

pages

- Each page has its

own picture

20

Story Text

- Each of your

pages includes the

text of the

corresponding part

of the story

20

Audio

- Audio recordingof each page’s text

is included with

that page

- Audio is clear and

audible

- Audio plays

seamlessly with

movie

- Audio MUST be

recorded by YOU!

20

Pronunciation

- German

pronunciation is

accurate

- Speech is fluid and

not choppy

20

Overall

Presentation

- Overall project

displays effort and 10



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creativity

- Project clearly

demonstrates the

time that you put

into it

- Used all available

class time to make

an exemplary

product

Total Points

Possible

100

(Test Pts.)

Extra credit will be awarded for:

· Going well beyond the 200 word minimum for your story

· Including a background audio/music track to your spoken text

· Including sound effects throughout your movie that coincide with your story

· Going above and beyond expectations in general