Information+Literacy+Project


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 * Information Literacy Project: ASSURE Lesson Plan **

ITEC 57400: Selection and Utilization of Educational Media

Fall 2008, Professor Stahr

Conclusion will state which side has the more convincing and probable evidence (This is not your typical research paper! Students are encouraged to examine all evidence skeptically but keep an open mind.)
 * Unit:** Research Paper investigating evidence for and against a controversial claim


 * Duration:** Four Weeks

Generating ideas about a topic through the use of web clustering and discussions.
 * Lesson:**
 * Duration :** 50 minutes (may extend to the next day)

English 11 classroom in a small suburban public high school Socio-economic status: middle to upper class students Highly academic and competitive school climate This lesson will be done in periods 1, 3, and 7. Class size ranges from 25 – 13.
 * __ Instructional Situation: __**

General Characteristics: grade 11, ages 16 – 18, regular education classroom, co-ed There is a mix of genders in each class except 7th, which has 4 girls and 9 boys. Each class contains at least two students on an IEP or 504 Plan.
 * __ Analyze Learners: __**

Entry Competencies: Students should be ready to practice the basics of writing a research essay with all the terminology that implies, ie, thesis, introduction, primary source, Works Cited, in-text citation, etc. They have written research papers in 10th grade, so I will use these experiences as a base for my instruction.

Learning Styles: A typical range of styles is present. Information will be given both orally and visually. The skill will be modeled by me and through a class input session and then practiced by the students. Students will practice brainstorming (analyzing a way to organize their topics) alone, with a pair or peer, and as part of the whole class. This should provide all learners to achieve success.


 * __ State Standards: __**

Research Standard 1: Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation

Writing Process Standard 1: Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.

Writing Process Standard 2: Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, brainstorming, clustering)

Writing Process Standard 5: Use organizational strategies (e.g., notes and outlines) to plan writing.

**__ Lesson Objectives: __** Following instruction and given 10 minutes, students will generate on their own paper ideas for their research paper using a clustering web with at least four main arms and at least two subordinate arms.

Given five minutes, students will generate ideas for their research paper by working collaboratively with a peer or small group to add at least two ideas s to their clustering web.

Students will be able to explain their webs to the class (how they decided what information to include in each arm and each subordinate arm).

Students will analyze their clustering web to plan the next step in their research: What information is needed? What information may become a major division of the paper? Etc.


 * ABCD Checklist **

** Audience: ** Student = students in my English 11 classes

Action verbs: generate, work collaboratively, add info, explain, analyze
 * Behavior: **

These behaviors are observable in the classroom and within the class period. The web will be graded with the other pre-writing materials. Evaluation standards are included later in the plan.

Equipment: cluster web model, pencil or pen and paper, SMARTboard, computer Note: I do not have access to the computer lab for this. I do not have //Inspiration// software yet, but I’m trying to get the tech dept to purchase it. If I had my choice, the kids could do the webs on the computer.
 * Conditions: **

Environmental conditions: the classroom

The time limit depends on how long the kids need. I’ll set a time that should be enough and adjust it as needed. This lesson could carry over another day. The range of completion is the minimum number of web arms needed. This is to keep the kids on task. The number chosen is somewhat arbitrary but is fair for the assignment. Students are encouraged to create more than the minimum. The range of accuracy: accuracy isn’t an issue in this pre-writing stage.
 * Degree: **


 * __ Select Strategies, Technology, Media, and Materials: __**

Goldenburg, Phyllis. //Writing a Research Paper: A Step-By-Step Approach.// New York: Sadlier-Oxford, 2005.
 * Textbook: **

1. Prior to this lesson, students will read Step 1 (pages 7 – 20) in //Writing a Research Paper: A Step-By-Step Approach.// Step 1 is an introduction to the research process and focuses on choosing a topic. They should come to class with some knowledge of the basics of the chapter. By this point in the unit, the actual assignment has also been explained and a list of possible topics has been distributed and discussed. Students are in the topic discovery phrase of the research. This lesson is designed to help them look at their topic critically to see what they know and how they might organize the paper. Students will use their chosen topic for today’s lesson.

2. The technology I am using is primarily a SMARTboard and computer. The board was just installed this August, so I am still learning how to use it. I wanted to get the kids on //Inspiration// to do webs, but I was unable to procure the program. So, I thought the next best thing I can do visually and with technology as an instructional tool is project a web up on the SMARTboard. First, I will model the web for the students using a teacher-generated web about the mysteries of the Bermuda Triangle, which is a possible topic.

3. Then, we will create a class web together with a student at the SMARTboard and the class adding information. This is an interactive process and should engage all the students.

4. Then, the students will make a web themselves with their own topic. Since they don’t have a board of their own, they will use paper and pen to create a web. ( I will provide templates, crayons, and markers to encourage kids to participate fully.) They will place their tentative topic in the middle and generate at least four ideas and two subordinate ideas. It is just a start, but I want to give the students the experience of webbing. They will have to add to the web as they research. 5. Next, students will join a peer or a pair to generate two more ideas to each person’s web. I could differentiate here by grouping students with students of various levels or with students of like levels. I could require the brighter kids to have more arms on their webs or more sophisticated ideas. I anticipate having to sit down with certain students to help them along. Or, perhaps a multi-ability grouping would allow for a brighter child to help the less able. I need to think about this some more.

6. After a few minutes, students will be asked to share their webs and report their feelings about the experience. If we run out of time, this will be done the next day.

7. Looking ahead: students will use the information or lack of information on their web as a guide to their next step. Do they need to finalize a topic? Do they need to narrow or broaden their topic? Do they need to throw it out and try a new topic? Will they need to think of a different method for brainstorming? (ie, The arms could be evidence for and evidence against instead of theories. They could be photographs, videos, testimonials, etc. Even with the Bermuda Triangle example, there are several possible ways to break up ideas. )

8. The next step in the overall unit is to have students get into the library and see what’s out there about their topic. Writing is a cyclical, not a linear, process, so they will add to their web or alter it as needed to come up research questions, categories / outline headings / etc. (The fun is just starting!) I have the library booked for a week to do research and the lab booked for typing a draft and final copy.

SMARTboard and computer: Using the SB is both appropriate and engaging to students. Because they are new to our school, the boards are a novelty. The kids appreciate the giant images. The SB allows me to use the same template for three different classes and maintain a clean copy as well as copies of what each class added or omitted from the original web. The ability to save class discussion notes really makes the SB a useful tool for teachers. The SB is also helpful because my handwriting is not always neat. I can type the material to be projected and everyone is much happier.
 * __ Evaluation of the Technology and Media: __**

My web model: My web isn’t the best in the world, but it serves its purpose. I used Ariel black font for a clean, legible text. (It is a sans serif font.) The sub-circles have Times New Roman to set off the fact that they are sub-points. I tried to use circle size and font style as indications of idea subordination. I opted not to use colors at all to keep everything simple. I used the clone device to keep my circles neat and consistent. Projected up on the wall, the web is very clear and easy to read. The model is a bit scrunched because I am still getting used to composing in SMART notebook. The page extension feature throws me off! How big is the document really? I don’t really know until I project it.

The template: The template’s circles are too small in the printed form. An SB designed document doesn’t migrate to a word document very well. (I’m just learning this.)

I will probably search for a more usable web template or just suggest the kids make their own.


 * __ Utilize Technology, Media, and Materials __**

1.The Bermuda Triangle model and template were created on SMART notebook, so they are ready to go. 2. The SB itself has to be turned on and oriented before class started. 3. I need to be able to toggle back and forth among the various programs I use during the day: Power School for attendance; email; Word for the assignment document, which I will keep easily available to refer back to it as needed; and SMART notebook. I will make sure these are all open and minimized for immediate access. 4. I have been practicing with my SB, but I will verify that everything is working. 5. I have to dim one set of lights before using the SB so that the image is clearer. 6. The student desks face the screen, so everyone should be able to see. 7. I will photocopy templates for those students who desire them. 8. I will provide paper, crayons and markers as an added motivational tool. (High schoolers still like to use crayons and markers!) 9. At the beginning of class, I will tell the students the day’s objectives. They have a calendar for the research unit, so they should know that the day is for generating ideas.
 * __ Preparation and Use: __**

It starts out teacher-centered with a model and becomes student-centered as students have three experiences with webbing: once in a whole class discussion, one alone, and one with a peer or pair. It ends with reflection and planning for the next step.
 * __ The learning experience: __**

Students will be engaged mentally because they will be producing a web individually and then engaging in whole-class and peer/pair discussion. I am tapping into several learning styles by practicing the same skill in various modes. Students will learn the process of webbing and thinking about their topics through my use of the model projected on the SB.
 * __ Requiring Learner Participation: __**

They will participate in a class-generated web that is written on the SB by a student. This involves some “negotiation” and a lot of participation as to what to include on the web, why it should be included, and where it should be included.

The students will be engaged because this is a foundation step to this research project. They have a vested interest in generating ideas so that they can proceed to the next step. Hopefully, they see it as a “real life” experience since they choose their topic, and the topics are meant to be “legitimate” mysteries in which they are searching for and evaluation evidence. These are not “school” skills; they are real life skills.

This students’ ability to brainstorm using a web will be assessed informally through observation. The assessment is entirely formative as I can use the individual webs to guide students in their process. They will have a chance to finish it on their own or with help from me or a Write Place teacher. This will allow my special needs students to have time to process their thoughts and complete the assignment. Eventually, the web will be completed and turned in for a summative grade.


 * __ Evaluate and Revise: __**

The final web is part of the entire research project and will be submitted with all of the other pre-writing materials. It will be 10 points for completion of the minimum number of arms and logical divisions and subdivisions.
 * __ Grading the Student –generated Web: __**

The final student-generated web is the only part of the lesson to be given a summative grade. The objective of participation in a learning community is an informal assessment and will not be graded.

I will have the students assess the usefulness of the lesson themselves. 1. They will share their immediate reactions during the lesson. 2. They will write a reflection piece on the whole process on the day the project is submitted.

I anticipate that some revision will be needed. I doubt the lesson can really be done well in 50 minutes. However, it is better to over plan, so I am fine with the possibility of having the students finish their webs for homework and sharing them the next day.

The completion of the lesson also depends on the students’ ability levels. I can predict that one of the three classes will take longer for each step of the lesson because they ask a lot of questions and their attention spans are shorter. I may have to alter their requirements mid-class to keep them on task.