Idea-Noun Definition: Source Searching

Submitted by jaercook on Tue, 02/28/2012 - 19:32Printable version Bookmark and Share
Created By:
Julie Cook
Title/Role:
Teacher Librarian
Organization/School Name:
Buhach Colony High School
Location:
California

Grade Level:
11, 12
Type of Lesson:
Lesson in a unit
Type of Schedule:
Flexible
Collaboration Continuum:
Moderate
Content Area:
Social studies
Content Topic:
Current Events
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
Dispostion Indicator(s):
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
1.2.3 Demonstrate creativity by using multiple resources and formats.
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.
Self-Assessment Strategies Indicator(s):
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
2.4.1 Determine how to act on information (accept, reject, modify).
Scenario:
At the beginning of the school year, current events students select an idea-noun (peace, justice, war, love, etc.) as the focus of their year. They complete weekly summary/reflections on a current event of their choice to keep in a class portfolio. All reflections should relate to their idea-noun focus. Library lessons preceding this lesson focused on selecting an idea-noun (see idea-noun organizer for reference), evaluation of credibility, and in-text citations & works cited pages. Library lessons following this lesson include: source sheets, alternatives to PowerPoint, MLA formatting, and project finalization. Classroom teacher and teacher librarian work closely throughout the unit and meet to disseminate data and plan for next year's project.

Overview:
This lesson is designed to teach students the location and how to access their sources. This lesson falls under step three in the Big6 Research Process. Students will review the various sources available to them and the specifics for access and searching within those sources. Students will find three sources related to their research task (selected idea-noun) and cite them correctly. Essential Question: How does this source change/support/influence your definition of _____ (student's idea-noun focus)?

Final Product:
The final product of this lesson is three sources related to the students' noun of choice with correct citations. The final product for the unit is an essay that provides a current and student generated definition of their idea-noun and an electronic visual (Glogster, Prezi, Photostory, Adobe portfolio, etc.).

Library Lesson:
The students will locate and access two print sources and one image source using Follett Destiny and site Databases. The students will create one correctly formatted works cited entry for each source.

Estimated Lesson Time:
45 minutes
Assessment
Product:
The final product of this unit will be the student idea-noun project (essay and visual). The classroom teacher (CT) will assess the essay using a district essay rubric. Both the CT and teacher librarian will assess the electronic visual/presentation using a presentation rubric. The final product of this lesson is assessed with a check-off sheet and exit slip.

Process:
The lesson process is assessed through LanSchool CFU, observations, and a check-sheet. The unit process will be evaluated by both the CT and teacher librarian for effectiveness and revisions through surveys and reflection sheets.

Self Questioning:
Students will complete a survey that assesses both the product and the process as well as the students’ sense of learned skill. This is a reflective evaluation tool that asks students to consider all aspects of the unit.

Instructional Plan
Resources students will use:
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:
http://www.muhsd.k12.ca.us/Page/9448

Resources instructor will use:
Projector
White board
Smart board
Other

Other instructor resources:
LanSchool

Instruction/Activities
Direct instruction:
Lesson begins with a think-pair-share: "Where can we find current and relevant articles and images for our projects? Make a list." After pairs share, have students share out (random selection of computer numbers) to create a class generated list on the SMART board. Discuss final list: Merits? Pitfalls? Come up with a "hit list" and leave it up on the white board so that it is visible all period. Detail sources available on-site (magazines, newspapers). Demonstration (showing teacher screen to student monitors) of pathfinder and database access (handout remote access codes). Check for understanding via LanSchool "testing" feature.

Modeling and guided practice:
Give students a specific task (i.e. find article in e-Library about your idea noun). Monitor student progress/process with LanSchool while CT walks and monitors behind screen behaviors. Display students screens as necessary to point out good search strategies or help others avoid pitfalls.

Independent practice:
Review objectives; point out next steps: citation for e-Library article (if it is relevant for your task), source number two and image search, and related citations. Students must get check-off sheet initialed by TL or CT for exit slip/proof of completion.


Have you taught this lesson before:
Yes

Strategies for differentiation:
English learners and students with disabilities can use the text magnification, listen, or translate options within the databases. Additionally, paraprofessionals are on hand for assistance with integrated resource students. Additional support and modifications to be decided between the CT and TL.