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Information Literacy Lesson Plan Linda Walker FRIT 7136 Spring 2011 Instructor: Dr. Repman

Pathfinder URL for 4th Grade Social Studies Teachers https://sites.google.com/site/4threvwar/

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GRADE: Fourth

TEACHERS: M. Brannen & L. Walker

CONTENT TOPIC: The American Revolution STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS Standard: 1. Inquire, think critically, and gain knowledge. 3. Share knowledge and participate ethically and productively as members of our democratic society. Skills Indicators: 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. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.8 Demonstrate mastery of technology tools to access information and pursue inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding Benchmarks: 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 2.2.4 Demonstrate personal productivity by completing products to express learning. Responsibilities Indicators: 1.3.1 Respect copyright/intellectual property rights of creators and producers. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.5 Use information technology responsibly. Self-Assessment Strategies Indicators: 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 guide own inquiry process. 1.4.4 Seek appropriate help when needed. CONNECTION TO COMMON CORE STANDARDS: Grade 4 Students will research to build and present knowledge. 7. Conduct short research projects the build knowledge through investigation of different aspects of a topic 8. Gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

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9. Draw evidence from literary of informational texts to support analysis, reflection, and research. CONNECTION TO STATE STANDARDS: SS4H4 The student will explain the causes, events, and results of the American Revolution. a. Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan no taxation without representation, the activities of the Sons of Liberty, Daughters of Liberty, and the Boston Tea Party. b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power. c. Describe the major events of the Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown. d. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational text. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: a. Locates facts that answer the readers questions. b. Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary). c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, illustrations). d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, cause and effect). e. Distinguishes cause from effect in context. g. Makes perceptive and well-developed connections. h. Distinguishes fact from opinion or fiction.
ELA4W3 The student uses research and technology to support writing. The student: a. Acknowledges information from sources. b. Locates information in reference texts by using organizational features (i.e., prefaces, appendices, indices, glossaries, and tables of contents). c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words). d. Demonstrates basic keyboarding skills and familiarity with computer terminology.

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OVERVIEW: Fourth grade students will research an event, group, or person related to the American Revolution. Students will use a Microsoft PowerPoint slide show to present a summary of their specific topic. Students will present their summary as a part of an American Revolution timeline class presentation at the conclusion of the activity. FINAL PRODUCT: Student partners will share their Microsoft PowerPoint slide presentation on the event, person, or group they researched as the cumulative class room activity of their class study of the American Revolution. LIBRARY LESSON: Students work with the SLMS in an initial classroom session where the research assignment is introduced and then in three subsequent research periods in the Media Center. As the students create their slide presentation, Mrs. Walker will be present to help facilitate activity, but the activity will be led by Mrs. Jones the technology teacher. ASSESSMENT Product: The SMLS will assess the research, bibliographic and cooperative work of students through the use of the students activity rubric and observation. Process: Student self-questioning: Did I and my partner do what we were assigned to do? Did I complete the resource notes organizers and research guides? Did my research information support the summary I included in my Presentation? Did I give credit to the sources I used? Did I use my own words and thoughts about the topic?

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Did I learn more about my topic? Did I communicate the information I learned about my topic? Did I learn more about finding and using information?
Used with the permission of the Florida Dept. of Education Sunlinks http://www.sunlink.ucf.edu/

INSTRUCTIONAL PLAN Resources students will use: Online Subscription databases Research notes organizers * https://docs.google.com/document/d/1d80SK47aUYZqWUXreHOaLnILXKqgsYv AdK4hVZe5pSQ/edit?hl=en# Research Guide** Activity assessment rubric*** List of Events/People & responsible partners**** Duration of the Lesson: Greater than 200 Minutes * At link and page 12 ** Pages 9 and 10 *** Page 13 **** Page 11 Instruction/activities Direct instruction: Day 1 Students will be introduced to the activity during their Social Studies block. Web sites Books Reference

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Mrs. Brannen will assign partners and topics to the students in her three classes. Mrs. Walker will distribute research notes organizers to record encyclopedia, Internet, and book information, a research presentation guide, and the activity rubric to the students. With assistance from Mrs. Brannen, Mrs. Walker will fully explain and discuss the activity Essential Question, research process, and expectations. Modeling and guided practice: Mrs. Walker will share an informational PowerPoint on the research process and examples of similar student presentations, and lead a class discussion on the assignment overview.
https://docs.google.com/leaf?id=0B11hufKJ87xVZGU0NzRmYzItM2MyMS00Y2Q3LTg3NW EtNDg4NWIzOWViZTk2&hl=en
https://docs.google.com/leaf?id=0B11hufKJ87xVNGRmYjFlOGUtZmY5Yi00Yzc3LWE1ZmItYWY2M DMwZmRmMTEx&hl=en

Sharing and reflecting: The student partners will brainstorm and note what they think they know about their topic. Days 2 - 4 Instruction/activities: Days 2 - 4 of the activity will take place during the fourth grade SS/Sci. block. With Ms. Walker and the teacher acting as facilitators, the students will visit the media center and, as partners, conduct research about their topic using a print encyclopedia, an online encyclopedia or Web site, and an informational book resource. The students will record their findings using the research notes organizers provided. On day 4 students will consolidate the notes from their research organizers onto their research guide sheet. Days 5 & 6 Instruction /activities: When students have completed their research, they will create a 3-4 slide PowerPoint presentation using their completed research guide sheet to summarize

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their topic research. Students will produce the presentation during their computer technology class. Ms. Jones and Mrs. Walker will be present to assist the students in the technical aspects of creating their final product. Students will include a photograph or clip art in their team presentation (and cite any copyright acknowledgement in the slide). The final slide will include a simple bibliography citation of all their research sources. When the student teams have completed their PowerPoint presentation they will save their work to a local student file, or flash drive, and print a copy of their presentation. Days 7 & 8 Activity As the conclusion of the activity, student partners will share their segment of the timeline PowerPoint presentation with their peers, Social Studies teacher, SLMS, and Technology Teacher. Modifications: 1) Assign peer partners, 2) Facilitators will work one-on-one, as needed, to facilitate the research process. 3) Pre-determine the resources that will be used by students. 4) Provide resources on a variety of reading levels. Reflection My collaboration in planning and teaching this lesson with one of the three, fourth grade Social Studies teachers in my school went very well. In the past I have collaborated with all six, fourth grade Language Arts and Social Studies teachers in teaching a similar lesson with mixed results. The teacher had just come off of maternity leave and was trying to catch up with our school pacing guide, so we actually had additional time to plan and implement the lesson. We were in agreement on the focus and timeline of the lesson, but she did request that we change some of the research topics, and wording of the Essential Questions. During the planning process we met during her planning period twice and Emailed each other when ironing out some fine points about scheduling the classes, pulling resources, and technical issues. The collaboration experience felt like a team teaching experience, and the resulting student presentations demonstrated that it was effective. The other 4th grade Social Studies teachers have expressed interest in using the same lesson plan next year, so I kept them in mind when creating the lesson pathfinder.

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As with any lesson, a few changes may have made the lesson more effective. The slide presentation that I used to introduce and explain the lesson was visually dull and had too much information for one class. I noticed some of the children were looking overwhelmed by the end of the period. If I teach a similar lesson next year, Ill break the introductory information down to two classes and revamp the visual presentation using a Web 2.0 tool. My fourth grade students all have experience in findings books using our Online Patron Catalog, so pulling the print resources and placing them on book carts prior to the research activity saved valuable research time. By-in-large each group worked well together, and that was due to Ms. Brannen assigning groups and topics. The children had to be reminded to include the bibliographic information on their graphic organizer, and a great deal of our facilitating the research assignment was checking to make sure the groups used the guides and stayed focused. The students did gain a real knowledge of why its important to cite sources that are used in research, and their searching skills measurably improved by the end of the lesson. I find incorporating teaching Information Literacy Standards for the 21st Century Learner in GPS or Common Core Standards based instruction is a virtually seamless process. Of equal importance, by creating and presenting their segment of the Revolutionary War timeline, the students have a keener grasp of this period of our countrys history and the research process. Assessment Results: 71 students in 32 partnered groups (a few groups had three members) completed the research process, PowerPoint creation, and American Revolution Timeline presentation. Of these 32 groups, 5 groups received a score of 90 points or better, 12 groups received a score of 80 89 points, 13 groups received a score of 70 79 points, and 2 groups received a score of less than 70 points.

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Event Research Guide American Revolution Research Presentation Project Name:_____________________ Topic:___________________ Partner___________ 1) What is the date(s) and location of the event?______________________________ _________________________________________________________________ 2) What led up to the event?____________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3) Who was involved? __________________________________________________ ___________________________________________________________________ __________________________________________________________________ 4) What was the outcome? ______________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 5) How did it affect the direction of the American Revolution?___________________ _________________________________________________________________ __________________________________________________________________ __________________________________________________________________
Format used by permission Alabama Learning Exchange http://alex.state.al.us/lesson_view.php?id=15926

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Biographical Research Guide American Revolution Research Presentation Project Name:_____________________ Topic:___________________ Partner___________ 1) Was he on the side of the Patriots (Continental Army, Americans, or Colonists) or the Loyalist (Tories, British, or Redcoats)? ________________________________________________________________ 2) What were the main events and organizations that he participated in during the American Revolution? ___________________________________________________ __________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3) What was his contribution to the events and organizations listed above? ___________ ___________________________________________________________________ ___________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ___________________________________________________________________ __________________________________________________________________ 4) What role did he play in establishing the new government of the United States of American? OR How did the outcome of the American Revolutionary War effect how he is remembered? _________________________________________________________ _________________________________________________________________
Format used by permission Alabama Learning Exchange http://alex.state.al.us/lesson_view.php?id=15926

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American Revolution Events & People Topics for Presentation Research Event/Person Battle of Lexington and Concord Battle of Bunker (Breeds) Hill Capture of Saratoga Battle of Yorktown Stamp Act & Sugar Act Boston Massacre Boston Tea Party Continental Congress Declaration of Independence French and Indian War Intolerable Acts King George III George Washington Benjamin Franklin Thomas Jefferson Benedict Arnold Patrick Henry John Adams Articles of Confederation States Rights Marquis de Lafayette Samuel Adams Paul Revere Ethan Allen John Paul Jones Treaty of Paris Valley Forge William Howe Project Partners

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Internet Notes
Name: My topic:

Source information - Professional or Organizational Web Page

Essential Question: Facts that answer this question from this source: a.

b.

c.

d.

Used with permission - Oregon School Library Information System http://OSLIS.org/

L. Walker - 13 Rubric for Research/Presentation Assignment 100 points possible Optimal Range 7 - 10 All research organizers & research guides are fully completed & all are turned in Information is accurate & in students own words All resources are listed in correct format on final slide Name/event clearly given as subject of presentation, & all partners names are listed Unacceptable Range Total 0-7 Research organizers & guides are not completed & not turned in Information is clearly plagiarized or is inaccurate Resources are not listed in presentation Name/event not listed, & partners names not given

Proof of Research on assigned topic (Research Guide Handouts Included) Quality and understanding of research Citations Slide Title Slide

Summary Slide(s)

Full, concise summary of Little if any information event/persons relevance to is provided showing relevance to the American Revolution the American Revolution clearly shown Related to topic In line with text Knowledgeable about topic Presented information clearly & accurately Slide layout, font, font color, and background choices enhance presentation No graphics/pictures Partners unable to summarize their research findings Slide layout, font, font color, and background choice distract from presentation

Pictures/Graphic(s) Presentation of Information for timeline Visual Presentation

Group Participation

Timeliness

Partners work well Partners do not work together together & each member Only one group member is active is active in research, slide in research, slide creation, or creation, and presentation presentation Research, slide creation, & Research, slide creation, & presentation deadlines met presentation deadlines not met Total _______________

Total points available = 100 90 - 100 = A, 80 - 89 = B, 70 - 79 = C, Below 70 = Unacceptable