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Vickrey 1

Information Literacy Lesson Plan

Amy Vickrey
FRIT 7136
Spring 2012
Instructor: Kathryn Kennedy
Georgia Southern University

Research Pathfinder URL: http://www.livebinders.com/edit/index/334001

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GRADE: 12

TEACHER(S): Content Whitney Chandler

SLMS Amy Vickrey

CONTENT TOPIC: Shakespeares Macbeth

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS
Standards:
1. Inquire, think critically, and gain knowledge.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create
new knowledge.
Skills Indicator(s):
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness for needs, importance, and social and cultural context.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.1.9 Collaborate with others to broaden and deepen understanding.
2.1.2 Organize knowledge so that it is useful.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and
solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that
express new understandings.
Benchmark(s):
1.1.3 -Explore problems or questions for which there are multiple answers or no best answer.
-Review the initial information need to clarify, revise, or refine the questions.
1.1.5 -Evaluate historical information for validity of interpretation, and scientific information for
accuracy for accuracy and reliability of data.
-Recognize the social, cultural, or other context within which the information was created
and explain the impact of context on interpreting the information.
1.1.8 -Select the most appropriate technologies to access and retrieve the needed information.
-Use various technologies to organize and manage the information selected.
1.1.9 -Model social skills and character traits that advance a teams ability to identify issues and
problems, and to work together on solutions and products.
2.1.2 -Organize information independently, deciding the structure based on the relationships
among ideas and general patterns discovered.
2.1.4 -Use locally available and web-based interactive presentation and production tools to
enhance creativity in effectively organizing and communicating information.
2.1.5 -Collaborate locally and remotely with peers, experts, and others to collect, produce, and
share information.
-Work with others to solve problems and make decisions on issues, topics, and themes being
investigated.
2.1.6 -Use the most appropriate format to clearly communicate ideas to targeted audiences.
-Analyze how composition and placement of visual images influence the message.
-Apply various technological skills to create performances and products.
-Cite ideas and direct quotes using official style formats.

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-Employ various strategies for revising and reviewing their own work.
Dispositions Indicator(s):
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond
the collection of superficial facts.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.2.6 Display emotional resilience by persisting in information searching despite challenges.
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.
2.2.4 Demonstrate personal productivity by completing products to express learning.
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.
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.
2.3.1 Connect understanding to the real world.
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
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.
1.4.4 Seek appropriate help when needed.
2.4.1 Determine how to act on information (accept, reject, modify).
2.4.2 Reflect on systematic process, and assess for completeness of investigation.
2.4.3 Recognize new knowledge and understanding.
CONNECTION TO LOCAL OR STATE STANDARDS
ELAMLRL1: Identify, analyze, and apply knowledge of the themes structures, and elements of
drama and provide evidence.
ELAMLRL2: Identify, analyze, and apply knowledge of theme and provide evidence.
ELAMLRL3: Relate a work to its historical and/or contemporary context, as well as to works from
other cultures.
ELA12LSV2: Formulate reasoned judgments about written and oral communication in various
media genres, and deliver focused, coherent, and polished presentations that convey a clear and
distinct perspective, and demonstrate solid reasoning.
OVERVIEW:
Mrs. Chandlers 12th grade Multicultural Literature students, after previewing relevant vocabulary,
literary terms, and historical background, will be put in groups of 4-5, and each group will trace a
chosen/assigned theme or motif through a reading of William Shakespeares Macbeth. They will
also make historical and/ or contemporary connections with the play and theme/motif. They will
create presentations of their findings using appropriate Web 2.0 tools.
FINAL PRODUCT:
Groups will create presentations of their analysis using a Web 2.0 tool of their choice, and then they
will present their information to the class.

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LIBRARY LESSON(S):
The SLMS will give a brief lesson about using online research tools such as Galileo and Cobb
Virtual Library and how to locate and use the project pathfinder. Another lesson will involve
teaching students how to create their own rubric for self-assessment during the creation of the
project and, possibly, the project itself. Further into the reading of the play, the SLMS will do a
couple of mini-lessons on different types of Web 2.0 presentation tools. Periodically, throughout
process, the SLMS will drop in to trouble-shoot with research problems or questions about the Web
2.0 tools in use.
ASSESSMENT
Product
Teacher and SLMS will use teacher and/or student-produced rubric to evaluate group presentation
tool and presentation. Students will evaluate each others presentations using student-produced
rubric (The rubric they produced is on the next page).
Process
Students will complete daily progress checks in form of sticky note evaluations. Teacher and
SLMS will conduct frequent group checks throughout each class period to check for
understanding.
Student self-questioning
-What background information would help me get an overview of my topic so that I can ask good
questions?
-What are all the sources that might be used?
-Have I found enough accurate information to answer all my questions?
-Have I begun to find identify relationships and patterns and thoughtfully reacted to the
information I found?
-How does the evidence I found help me form an opinion or support my thesis?
-What organizational patterns will help me make sense of my information?
-What technology tools will help me organize and make sense of my information?
-What new understandings did I develop about the topic or idea?
-How do those new understandings apply to other situations or contexts?
INSTRUCTIONAL PLAN
Resources students will use:
Online subscription database(s) Web sites Books Reference
Nonprint Periodicals/newspapers Other (list): Pathfinder http://www.livebinders.com/edit/index/334001
Instruction/activities
o Direct instruction:
In the computer lab SLMS will show students the basics of navigating through
Galileo and Cobb Virtual Library. She will also introduce and explain the projects
research pathfinder. Also in the lab, the SLMS will use the pathfinder to show

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students various Web 2.0 presentation tools available to them and give brief How
To lessons for as many tools as possible.
o Modeling and guided practice:
In conjunction with the direct instruction, the SLMS will use sample topics to do
guided searches on Galileo and Cobb Virtual Library with the students and show
examples of various presentations done on as many Web 2.0 tools as time permits.
o Independent practice:
Students will be left on their own to experiment with researching main ideas for
their themes/motifs, to make a preliminary choice of Web 2.0 tool, and to
experiment with navigating and organizing information on the tool. SLMS and
teacher will circulate around computer to answer questions and trouble shoot
problems.
o Sharing and reflecting:
Groups will sit with each other throughout process, but each group member, initially
will choose a different research avenue and Web 2.0 tool to experiment with. Once
each group member is finished, they will come together and share, discuss, evaluate,
and rate information and tools to make a decision for presentation. Upon leaving
each lesson, all individual students will leave sticky notes on their computer screens
citing favorite websites and Web 2.0 tools and why.
Student-produced Rubric for presentations:

Topic Analysis

Images

Primary Quotes

Bonus Info*

Presentation Tool

4 (Exceeds)

3 (Meets)

Provides
thorough and
detailed analysis
(4)
Provides
insightful and
creative images
(4)
Provides
insightful quotes
(4)
Insightful and
relevant
connection w/
documentation
(4)
Creative and
unique
presentation tool
(9)

Provides adequate
and logical analysis
(12)

2 (Promising) 1 (Developing)

Meets minimum
requirement w/
obvious images
(16)
Meets minimum
requirement w/
obvious quotes (12)
Relevant but
obvious connection
w/ documentation
(4)

Shows a basic
understanding of
topic with some
analysis (5)
Minimum not met,
but images are
appropriate
(9)
Minimum not met,
but images are
appropriate (8)
Basic and obvious
connection w/
documentation
(0)

Basic
understanding of
topic with surface
details only (8)
Minimum not met;
image choices are
unclear
(0)
Minimum not met;
quote choices are
inadequate (5)
Connection w/o
documentation
(12)

Relevant
presentation tool
(16)

Basic presentation
tool
(4)

Inadequate
presentation tool
(0)

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Presentation**

Well-rehearsed
and smooth
delivery

Rehearsed delivery
w/ few stumbles

Unrehearsed
presentation w/
multiple stumbles

Obviously
unrehearsed
presentation

*Not everyone chose to participate in the bonus.

**Presentations will not be until next week due to EOCT and graduation testing.

Reflection.
Truth be told, I collaborate with Mrs. Chandler on a weekly basis, anyway, because we both
teach Multicultural Literature; therefore, it was a fairly easy process (It doesnt hurt that shes
right next door, either.). I do the same project with my classes; however, I decided to keep the
original project (only Prezis or Power Points) to do with my classes and work with hers with
this lesson plan. Everything was going smoothly and according to our timeline until EOCT and
graduation testing came along. The previous unit had to be prolonged until after Spring Break,
which delayed the start of Macbeth. Because of the delay, Mrs. Chandler decided she needed to
stick with the already-made rubric for the final product instead of letting the students create
theirs. She did, however, think we had time to allow them to create a simple one for them to
evaluate each others presentations (see pg. 5, results are red). We had a hard time finding
computer lab availability but managed to get some and a day in our media center, which has 32
computers and 28 laptops. I enjoyed playing the part of the Media Specialist! We, as teachers,
have to be flexible from day to day, but I have a new appreciation for how flexible Media
Specialists have to be.
Working with her class just reinforced for me how much I enjoy the information-gathering and
guiding aspect of teaching. It was fun to go into someone elses class to help and guide. We are
dealing with Seniors after Spring Break, so they are compliant at best at this point in the year.
However, as soon as I started showing them the different Web 2.0 tools on the Pathfinder, they
perked up immediately. It appeared that a handful had worked with some or all of the tools, but
most had not. As with any new technology, it took many tries and talking down frustrations to
get them to pick and stick with one tool. Eventually, each group decided on a favorite, and they
wound up creating great projects. Because I had the same testing and time issues for my own
classes, I wasnt able to come to her class as often as the lesson plan called for, but I feel we
accomplished much with the little time we could spare.
During the whole process, many students approached me about the sticky notes. I braced myself
for complaints, but they really like them! Mrs. Chandler and I tried to go through them together,
but we wound up dividing them up to save time. We tried to make as many useful comments on
them as we could and return them in a timely fashion. The students seemed to truly appreciate
the feedback. The teacher in me expected the process to be tedious and a waste of time, but it
really didnt take long at all, and transformed into true formative assessment of their progress. I
have made a mental note to stock up on sticky notes, because we sure did go through many. It

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was fun to go around the computers after they left to see what notes and favorites they left. I
even got a few Thank You notes.
The lesson as a whole went well. I think if we had introduced the project earlier in the unit, we
would have had time to let them create the final product rubric, testing or no testing. I wanted to
feel more confident with the Web 2.0 tools I offered for use, so I would probably make the list
shorter on the Pathfinder next time.
Unfortunately, because of the timing, Mrs. Chandlers class will not do their final presentations
until next week, but I was able to go into the computer lab with them today to do a cursory
evaluation of the final product, minus the presentations. She had them do their peer evaluations
for me yesterday, and their results are in red on their rubric on page 5.
Cursory results (using rubric in the pathfinder):
ELAMLRL1
ELAMLRL2
ELAMLRL3
(Bonus)
ELA12LSV1

Exceeds
5
5
8

Meets
20
16
8

Develops
4
4
0

Lacks
0
4
4

n/a

n/a

n/a

n/a