1

INFORMATION LITERACY LESSON PLAN LaShan Allen Fall 2012 Instructor: Dr. Repman

Pathfinder URL:
https://sites.google.com/site/financialmanagementpathfinder/

GRADE: 11th

TEACHER: Amanda Cartee

CONTENT TOPIC: Financial Management STANDARDS FOR THE 21st CENTURY LEARNER GOALS Standard:
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. 4) Pursue personal and aesthetic growth.

Skills Indicator(s):
2.1.2 Organize knowledge so that it is useful. 3.1.5 Connect learning to community issues. 3.1.6 Use information and technology ethically and responsibly. 4.1.4 Seek information for personal learning in a variety of formats and genres.

Benchmark(s):
-create a product with a beginning, middle, and end -incorporate skills for personal growth

Dispositions Indicator(s):
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):
2.3.1 Connect understanding to the real world. 3.2.3 Demonstrate teamwork by working productively with others. 4.3.3 Seek opportunities for pursuing personal and aesthetic growth.

Self-Assessment Strategies Indicator(s):

2.4.3 Recognize new knowledge and understanding. 3.4.2 Assess the quality and effectiveness of the learning product. 4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.

CONNECTION TO LOCAL OR STATE STANDARDS:

SSEPF1 The student will apply rational decision making to personal spending and saving choices. c. Create a savings or financial investment plan for a future goal.

OVERVIEW:
The seniors in Mrs. Cartees economics class have begun to prepare for life after high school. Due to their special needs, college is unlikely, but a job or a technical skill is probable. These students understand money and they know they should save money, but are unsure how to save and how to create a logical savings plan for their future. These students have been taught basic economic and financial vocabulary. They have completed graphic organizers, participated in think-pair-share cooperative learning opportunities and have seen educational videos on money management. Mrs. Cartee has asked me to help these students use technology to understand how to save money and create a financial plan. I will be showing each student how to create a glogster that can serve as a financial resource and financial planning tool. This glogster will serve as a key assessment in this unit.

FINAL PRODUCT:
Students will work with a SLMS to create a glogster with financial resources that will help them create a personal financial plan and effectively manage personal finances.

LIBRARY LESSON(S):
The student will use a SLMS sample glogster to model what is expected of them. The students will be shown step by step directions on how to create a glogster. The SLMS will have financial resources pulled and housed on a nearby shelf in the library computer work station area.

ASSESSMENT:
-Product: The SLMS and the teacher will assess each glogster to make sure all required components from the rubric are enclosed. The students will be required to use print and online resources to complete their glogster. -Process: SLMS and teacher observe each student as they complete their glogster giving minimal assistance as needed. -Student self-questioning: Did I ask for help when needed? Did I follow instructions? Did I complete all requirements from the rubric? Is my financial plan easy for me to maintain? Do I understand finances better? Do I have reachable goals for my financial future? Can I locate financial resources? Do I understand the importance of saving money?

INSTRUCTIONAL PLAN
-Resources students will use Web sites Books References Materials

ISTRUCTIONAL ACTIVITIES
-Direct Instruction: Once the students have been seated and logged in to the computers, the SLMS will remind the students about the financial instruction they have already received with Mrs. Cartee. From there, the SLMS will discuss glogsters and tell the students that they will each create their own glogsters to help them create a financial plan.

-Modeling and Guided Practice: The SLMS will pull up the website http://edu.glogster.com/ so that the students can see what they will be doing. She goes over step by step instructions on how to create a glogster by actually creating one. While she is creating her glogster, she is taking tips and advice from students on color choices, web sites to include, fonts, and other content materials to place in the glogster. Once the glogster is created, the SLMS goes over the pulled resources that have been gathered and shows the students how to search for sites. The SLMS also show the students how to save and edit their individual glogster. -Independent Practice: The SLMS passes out the rubric which entails requirements for the glogster to each student and directs them to begin to create their own glogster. The glogster site will remain on the smartboard for the students to see as they create their own. Students will use the resources pulled and online resources to create a financial resources glogster for their financial plan. The SLMS will assist students as needed and periodically conduct a walkthrough to make sure all students are on task and understand the assignment. -Sharing and reflecting: Students can volunteer to come to the smartboard and share their individual glogsters with the class. Volunteers will also be asked to state how creating a glogster has helped them understand how to plan for their finances better.

MODIFYING THE ASSIGNMENT

-Paraprofessional Support for low readers -Extended time to complete assignments for those whose IEP specifies -Handout on how to do a glogster for those who require additional materials

Name___________________

Financial Resources & Planning Glogster Rubric

Objective: Create a Glogster to illustrate financial resources for you to help create a financial plan. What is Glogster? Glogster creates interactive posters, or glogs. The glog, short for graphical blog. You are able to incorporate multimedia that includes text, images, sound and video into a poster format for viewing. This will take the place of completing an actual paper poster board of your species. http://edu.glogster.com/ Requirements: Make fonts BIG so it is easily visible Choose at least 3 financial resources websites and 2 print resources in your glogster The document should be well organized as you add information, continue to look at the overall appearance of the document so it is visually appealing while still conveying the information.

Glogster Project Rubric - Financial Resources & Planning Grading

General (10 points) ______ Poster is well organized; size, fonts chosen make information easy to read; layout of document makes sense and conveys the overall collection of information (5 points) ______ Correct spelling and grammar are used (3 points) ______ Works Sited (2 points) Required Information (15 points) ______ Print Resource 1 (3 points) ______ Print Resource 2 (3 points) ______ Financial Resource Website 1 (3 points) ______ Financial Resource Website 2 (3 points) ______ Financial Resource Website 3 (3 points) Total points (25 points) _________ Earned points

Reflection This was a very rewarding project for me as I served in the role of the media specialist. I am now very eager to get my first position as a media specialist in a public school setting. I collaborated with one of the teachers in my department, Mrs. Amanda Cartee. She was a peach to work with and made my job very easy. When I discussed this project with her, she was accommodating from day one. She gave me her calendar and time frame of when she would be ready for us to do the library lesson and the glogster. Mrs. Cartee also allowed me to come in and observe the students in which I would be working with since I did not know all of them. She shared with me the results of the assessments on financial planning that she had completed prior to the library/glogster lesson. Mrs. Cartee looked over the rubric and was excited at coteaching with me and felt as strong as I did that our special need seniors need help with planning their finances. I know all experience as a media specialist will not be as rewarding as this one was, but at least the possibility exists. I will not always work with a person from similar disciplines. Teachers and I may not have the same strong desire for the project in which we are working. Finding time together to work with each other and observe students and go over assessments may not be possible. However, my desire to be a support to teachers and students as a media specialist will not waver. The lesson that I implemented in the media center did not go as smooth as I would have liked. The students were very excited about doing a glogster. The liked the idea of making an electronic poster. However, the problem was that the students computer skills are not as sharp as I would have liked them to be. They required a lot of one-on-one assistance to create their

glogsters. The students knew how to search for websites but they did not know how to put in hyperlinks. As a result, Mrs. Cartee and I helped majority of the students put in hyperlinks. I knew many of the students which helped me communicate with them easily. I was able to call on students and was aware of their strengths and weaknesses. However, because these were special needs students, they were a lot more hesitant to work independently. They wanted more guidance and hand-holding. These students were very doubtful of their abilities and seemed to second guess themselves easily. Thankfully, because some of them knew my personality, I have great expectations and they knew I knew when they were not giving 100%. In the future, I will have to know more about the skill level of my students prior to planning a lesson that requires some technical skills. I think the results were very positive and the students and well as Mrs. Cartee and I enjoyed ourselves. It is always rewarding to watch a student with challenges overcome tiny obstacles and gain achievement especially when technology is one of the obstacles.

Results of the glogster grades (12 students total)

GRADE 100 80-99 70-79 Below 70

NUMBER OF STUDENT (S) 1 7 2 2