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Lis 725 Lesson Plan

This lesson plan provides instruction on information literacy and internet safety for 8th grade students completing a research project on civil rights. Over six class periods in the school library, students will learn about plagiarism, evaluating online sources, and citing sources using NoodleTools. Students will find three reliable sources - one each from a website, online database, and print material - and write an annotation for each source to include in an annotated bibliography. The librarian, teacher, and tech specialist will all provide instruction and support. Students will be evaluated using a rubric that assesses accurate citations, reliable sources, source summaries, and writing mechanics.

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120 views

Lis 725 Lesson Plan

This lesson plan provides instruction on information literacy and internet safety for 8th grade students completing a research project on civil rights. Over six class periods in the school library, students will learn about plagiarism, evaluating online sources, and citing sources using NoodleTools. Students will find three reliable sources - one each from a website, online database, and print material - and write an annotation for each source to include in an annotated bibliography. The librarian, teacher, and tech specialist will all provide instruction and support. Students will be evaluated using a rubric that assesses accurate citations, reliable sources, source summaries, and writing mechanics.

Uploaded by

api-270988011
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Dominican University

Graduate School of Library and Information Science


LIS 725 School Libraries and Curriculum
Information Literacy and Internet Safety
8 Grade Civil Rights Interdisciplinary Unit
th

Standards:
I-SAIL:
Standard 3: Use information accurately, creatively, and ethically to share knowledge and
to participate collaboratively and productively as a member of a democratic society.
Standard 5: Understand and practice Internet safety when using any electronic media for
educational, social, or recreational purposes.
AASL Standards for the 21st Century Learner:
1.1.1: Follow an inquiry-based process in seeking knowledge in curricular subjects,
and make the real-world connection for using this process in own life
1.1.3: Develop and refine a range of questions to frame the search for new
understanding.
NETS:
4. Critical Thinking, Problem Solving and Decision Making- Students use critical
thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students: b) plan and
manage activities to develop a solution or complete a project. c) collect and analyze data
to identify solutions and/or make informed decisions.
5. Digital Citizenship- Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior. Students: a) advocate and practice
safe, legal, and responsible use of information and technology. b) exhibit a positive
attitude toward using technology that supports collaboration, learning, and productivity.
c) demonstrate personal responsibility for lifelong learning. d) exhibit leadership for
digital citizenship.
IL State English Language Arts Content:
State Goal 5 Research: Use the language arts to acquire, assess and communicate
information.
Objectives:
The goal of this Information Literacy lesson is for students to be able to effectively
recognize when information is needed, locate information, evaluate the usefulness of
information, and use information ethically and effectively.
Students will learn about plagiarism, source reliability, and creating citations for sources.
The final product of this lesson, to be submitted for evaluation by the LIS, will be an
annotated bibliography consisting of 3 reliable sources.

Grade Level/Learner Population/Grouping Arrangements: This lesson will be


completed by regular education 8th grade classes. The students will work as a whole class
and in small groups during instruction, but work individually on their annotated
bibliographies.
Time: Instruction and individual work will take place during 3 class periods per week for
2 weeks, for a total of 6 class periods in the library.
Environment: School Library Media Center
Materials: Students will use the desktop computers available in the library. The LIS will
use the Smartboard in the library to instruct the lessons.
Resources: Instructional materials will include online databases, reference books,
Google Classroom, and NoodleTools software. Other instructional resources are listed in
the Activity and Procedures section.
Instructional Roles: The LIS, classroom teacher, and tech specialist will all be present
for each class period. The LIS will be providing instruction in the library. The classroom
teacher will be involved in planning the lesson, and will be available to help students
during class. The tech specialist will be available to assist with computers, databases,
and network issues, if needed.
Activity and Procedures for Completion:
Day 1: Instruction by LIS (using Google Slides and Google Classroom)
o Introduction to plagiarism
Tutorial: http://library.acadiau.ca/tutorials/plagiarism/
o Why we need to cite sources
o Introduction to NoodleTools
Day 2: Instruction by LIS (using Google Slides and Google Classroom) and Groupwork
o Finding information on a website
o Evaluating websites- as a class
The 5 Ws:
http://www.schrockguide.net/uploads/3/9/2/2/392267/5ws.pdf
o Evaluating websites- students are put into groups of 3 individuals and use
computers to evaluate given sites.
Websites to evaluate:
http://zapatopi.net/treeoctopus/
http://www.savethemanatee.org/
Day 3: Instruction by LIS and Individual Work
o Internet safety- how to search for information
o NoodleTools instruction- how to cite a website and how to annotate

o Students move to computers to find reliable and safe websites about their
Civil Rights topic
LIS and classroom teacher walk around and answer
questions/monitor searches
o Students create a citation and annotation
Day 4: Instruction by LIS and Individual Work
o Finding information- LIS models how to use online database reference
sources
o Creating citations- LIS models how to cite using NoodleTools
o Students move to computers to create a citation and annotation
Day 5: Instruction by LIS, Groupwork, and Individual Work
o Finding information- LIS models OPAC: Destiny to find a print source
o Noodletools instruction- how to cite a print source
o Students move to computers and work in groups of 3 individuals to search
for print sources about Civil Rights
o Students move to individual computers to create a citation and annotation
for their print source
Day 6: Instruction by LIS (using Google Slides and Google Classroom)
o Wrap-up unit
Overview of plagiarism, evaluating websites, using library
resources
Students may use the class period to finish and edit their annotated
bibliographies
LIS and classroom teacher are available to help students
Modifications/Differentiation: The LIS will use a microphone and speaker system to
make sure all students can hear the instruction. The text color and size on websites and
presentation tools can be adjusted for students who need it. Students will special needs
will not have to complete the annotations of the sources.
Evaluation: The LIS will evaluate student work using the rubric included in this lesson
plan.
Assessment: During the large group instruction and individual work, the LIS and
classroom teacher will informally evaluate and assess student understanding by asking
questions and answering student questions. The LIS will use the included rubric to assess
the students annotated bibliographies. The classroom teacher will use this grade as part
of the final research project grade.
Extension/Follow-up: Students will complete a full bibliography when they finish their
Civil Rights research project. They will also be required to use their new knowledge of
creating citations on all future projects.

Information Literacy and Internet Safety Rubric

4 Points
Exceeds expectations

Cca

MLA
Documentation
of sources

Information
sources

Annotations

Grammar and
writing

1 point
Does not meet
standards

3 Points
Meets expectations

2 Points
Approaches expectations

All sources are


accurately
documented in MLA
format

All sources are


accurately
documented in MLA
format. There are 1
3 errors.

Most sources are


accurately documented in
MLA format. There are 4
7 errors.

Most sources are


not accurately
documented.
Sources cannot be
relocated.

Student uses three


reliable resources

Student uses two


reliable resources

Student uses one reliable


resource

Student does not


use any reliable
resources

Student effectively
summarizes the
content and assesses
reliability of all
sources

Student somewhat
effectively
summarizes or
paraphrases content
and assesses
reliability of all
sources

Student somewhat
effectively summarizes or
paraphrases content of 1
2 sources and/or
student did not assess
reliability of sources.

Student does not


include summaries
or assess reliability
of sources

Spelling, punctuation,
and usage are error
free

1 3 errors in
spelling, punctuation,
and usage

4 6 errors in spelling,
punctuation, and usage

7 or more errors in
spelling,
punctuation, and
usage

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