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Candidate as Instructional Partner Lesson Plan

Janet Leahr Georgia Southern University FRIT 7734 Practicum in School Library Media Candidate as Instructional Partner Task November 5&7 2013

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GRADE: 5th

TEACHER(S): Mrs. Cowels LMS Candidate: Janet Leahr

CONTENT TOPIC: Reading Essential Question: How do we use reading for enjoyment, information, and sharing of knowledge? STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS Standard: 1. Inquire, think critically and gain knowledge 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge 3. Share knowledge and participate ethically and productively as members of our democratic society Skills Indicator(s): 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness, for needs, importance, and social and cultural context. 2.1.2 Organize knowledge so that it is useful 3.1.6 Use Information and technology ethically and responsibly Benchmark(s): 2.1.2 a. Combine and categorize information by using an outline or semantic web to show connections among ideas. b. Use appropriate organizational patterns to capture point of view and draw conclusions. 3.1.6 a. Avoid plagiarism by rephrasing information in their own words. b. Document quotations and cite sources using correct bibliographic format. c. Abide by Acceptable Use Policy by accessing only appropriate information. d. Use programs and websites responsibly and ethically. Dispositions Indicator(s): 1.2.3 Demonstrate creativity by using multiple resources and formats. 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. 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. Responsibilities Indicator(s): 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. 3.3.2 Respect the differing interests and experiences of others, and seek a variety of

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viewpoints 3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. 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 guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when it is needed. 2.4.2 Reflect on systematic process and assess for completeness of investigation.

CONNECTION TO LOCAL OR STATE STANDARDS Skills Correlations Georgia ELA Common Core Standards ELACC5L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grad 5 reading and content, choosing flexibility from a range of strategies. a. Use context clues b. Consult reference materials both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. ELACC5R: Main ideas and details ELLACC5SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Georgia ELA College and Career Readiness Standards ELACCRL10: Range and Complexity mysteries ELACCRLS1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. ELACCRLS2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. ELACCRLS3: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric. ELACCRLS4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose, and audience, ELACCRLS5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
OVERVIEW: The gifted teacher (Mrs. Cowels) at Monroe Elementary School has identified several areas of weaknesses for her fifth grade students in the area of information literacy. Mrs. Cowels has requested the assistance of the Library Media Specialist to deliver instruction to strengthen the identified weaknesses. The areas that will be addressed in this collaborative unit are, note taking skills, including quoting, paraphrasing, summarizing, and citing sources.

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The fifth grade gifted class project is to research several unsolved mysteries, students will determine their position on the validity of the mysteries, and finally, participate in a Socratic Seminar (debate) presenting the findings that support their position on the unsolved mysteries. During my meeting with Mrs. Cowels, she shared an overview of the project and the final product, the Socratic Seminar. Mrs. Cowels informed me of her observations when students attempt to search for information on their chosen topic. She noted that students become easily frustrated when they cannot find the exact information that they are seeking. Students quickly abandon the suggested authoritative sources and move to Google and Google images for information. She also noticed that students have no formal procedure for gathering and organizing their notes. Students cut and paste information directly from the website to their notes without using quotation marks, or a citing their source. Mrs. Cowels shared with me resources and documentation that she will be using with the Socratic Seminar Unit. From our discussion, we concluded that students would benefit most from the teacher offering a list of authoritative sources from which to gather information. The information literacy lesson will focus on how to extract information from these sources, summarize or paraphrase the information, and cite the source of the information. LEARNER ANALYSIS: 5TH Grade Gifted Class 20 students 12 females 8 males 15 Caucasian 1 Asian 2 Hispanic 1 male on 504 plan (autism spectrum) Classroom teacher (Mrs. Cowels) Summary: Research is a weakness for these students. They are unsure where to begin, how to take notes, what to summarize, or how to quote an author. Plagiarism and copy and pasting is over utilized for the wrong purposes, and time management is an issue as they are always looking for an easy way out. I would like to see them using authoritative resources, taking effective notes, choosing appropriate facts and information, summarizing and quoting correctly, and citing their sources. IN the end Id like them to be able to use these skills or effective presentations whether in written, verbal, or media format.

FINAL PRODUCT: Students will produce at least 2 notes for use during the Socratic Seminar as they defend their position on their chosen unsolved mystery.

LIBRARY/MEDIA LESSON: Note taking techniques Paraphrasing Summarizing Quoting Listing Sources

ASSESSMENT Product o Students will create notecards with information that will support their position on their chosen unsolved mystery topic. o Students will take a pre and post unit assessment quiz

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Process o The media specialist will conduct 2 instructional sessions. Using the, Socratic Seminar graphic organizer as a guide, the media specialist will instruct students on note taking techniques for research. Emphasis will be placed on understanding the differences between paraphrasing, summarizing, quoting, and why credit must be given to the author for each form of note taking. o The teacher and media specialist will review answers to pre and post unit assessment quiz to determine if students have developed a fundamental understanding of quoting, paraphrasing, and summarizing. o The media specialist will review the note cards to determine if all components were included. Student self-questioning Student self- questioning is reflected in the Socratic Seminar graphic organizer, and the Fact vs. Opinion graphic organizer.

Socratic Seminar graphic organizer What is your first opinion or gut reaction to your topic? What did you do well? What could you have done better? Next time, what would you change?

Fact vs. Opinion graphic organizer

Is your opinion supported by evidence? Is your opponents opinion convincing, unconvincing, or faulty?

INSTRUCTIONAL PLAN Resources students will use: Note Card Template: Power Point Unsolved Mysteries Web Quest - Believe It or Not? Leveled Book Y

Instruction/activities Day 1 Note Taking: Direct instruction:

Pre-Assessment Quiz Ask students the essential question: How do we use reading for enjoyment, information, and sharing of knowledge? Discuss note taking vocabulary o Quote o Paraphrase o Summarize o Plagiarism

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Present the Note Taking Without Plagiarism Power Point Discuss plagiarism info-graphic Demonstrate how to fill out the note card template

Independent practice:

Working in groups students will o Use the Believe It or Not? book to find one item to note. o Fill out the note card template worksheet

Day 2 Note Taking (continued) Direct instruction:

Ask the essential question: How do we use reading for enjoyment, information, and sharing of knowledge? Review note taking vocabulary Show the Research Mysteries Web Quest. Demonstrate how to use the note taking power point

Independent practice:

In small groups students will open the power point template and the Research Mysteries web quest in split screen view. Students will find 2 items that support their position and take notes filling out the Power Point template. Students will take the post assessment quiz.

Reflection-Identifying Weakness
Process of identifying the area of weakness I started the process of identifying the area of weakness by meeting with the LMS at the elementary school and discussing her observations of information literacy skills school wide. The next step was to look at the data supplied on the GA DOE website for the schools report card. I found very little data shared on that site for public view. I requested to see test data from the LMS that would reflect strengths or weaknesses in information literacy skills. She made the request to the vice principal who referred my request to the county test coordinator. I was asked to fill out forms used for research studies, in order to view the data. I inquired with my professor if this would be necessary. She indicated that filling out those forms would not be necessary, and that I could base the area of weakness off of the teachers observations. Below are Mrs. Cowels observations. Classroom teacher (Mrs. Cowels): Research is a weakness for these students. They are unsure where to begin, how to take notes, what to summarize, or how to quote an author. Plagiarism and copy and pasting is over utilized for the wrong purposes, and time management is an issue as they are always looking for an easy way out. I would like to see them using authoritative resources, taking effective notes, choosing appropriate facts and information, summarizing and quoting correctly, and citing their sources. IN the end Id like them to be able to use these skills or effective presentations whether in written, verbal, or media format.

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Reflection-Day 1 (11-4-13) The lesson on day 1 was successful. The students came into the media center and gathered in the teaching area. This area includes desks that face a smart board. 18 students were present. The lesson began with the essential question and a brief discussion about the various purposes for reading, and what kind of reading is needed for research. I asked students to take a pre-assessment survey so that I could determine what they know and what I will need to focus on in my teaching. After the assessment, I presented the power point Note Taking Without Plagiarism. The students were very engaged and attentive. They were eager to answer questions and participate in brief discussions concerning the content of the Power Point. We moved quickly to the Taking Notes With Power Point presentation and the students worked on paper handouts as I presented on the white board how to fill in the notecard template. We used an example from their research topic, extra terrestrials. I repeated the vocabulary words several times and also asked the students what those terms meant as we came upon them in the lesson. My impressions of this class is that they are very bright and eager to do their work thoroughly. They were very engaged and asked great questions about plagiarism, quoting, paraphrasing and citing sources. The results from the pre-assessment survey are below. Reflection-Day 2 (11-7-13) Day 2 was very productive. The students were introduced to several tools and tasks on the computer that they have never used or performed before. We started the lesson with a review of the essential question. Next, we reviewed the vocabulary words that are associated with this lesson. I was very impressed with the students recall of the vocabulary, as well as their ability to apply the words in context. After the review I demonstrated for the students how to open the pathfinder. The pathfinder housed the power point template, and the research web quest. Located in the web quest were links to resources that the students used for their research. I demonstrated for the students how to open two windows side by side on the desktop. I also demonstrated how to copy and paste direct quotes, and where to paraphrase or summarize the quotes on the Power Point template. Students were then broken into groups and sent to the media center laptops and desktops to conduct their research and take notes. The students did a great job of finding pertinent information for their research. I was not able to complete the post assessment quiz, due to time constraints. The students will take the post assessment quiz during there next scheduled class time with Mrs. Cowels.

Pre/Post Assessment Data

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Attachment #1 Fact vs. Opinion Graphic Organizer

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Attachment #2 Socratic Seminar Graphic Organizer

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Attachment #3 Note taking Pathfinder:

Attachment #4 Pre/Post Assessment

Note Taking Pre/Post Assessment

1. It is ok to copy and paste from the internet without citing (giving credit to) the author or website, because everything on the internet is common knowledge and can be used without having to give credit. True False 2. You don't have to use quotation marks when you quote an author as long as you cite (give credit) the author's name at the end of the paragraph. True False 3. If you borrow someone's written idea and use it in a paper, you don't have to give that person credit for the idea. True False 4. The statement, George Washington is the first president of the United States, is common knowledge and you don't have to cite (give credit to) the source in which you found it. True False 5. Notecards should include information about your source (the place where you got the information) True False

6. Each notecard should address A. B. C. D. One idea Many ideas Be signed by your teacher A different color

7. Taking a paragraph and rewording it is called a. quoting b. summarizing, c. paraphrasing, d. stealing

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8. When you paraphrase, summarize, or quote information from a source, you must. a. write it word for word b. give credit to the source c. ask your teacher for permission d. Google it

9. Cutting and pasting sentences from the internet without using quotation marks or giving credit to the source is called. a. working smart b. summarizing