Mini-Lesson #2: Learning about Symbolism (2 days)

Guiding Question: What would your symbol look like?

What would your symbol say about you?

Catholic Schools Curriculum Standards:

1. Identify symbols, historical figures and culture that played a role in American history,
Georgia history and the history of the Church.

Diocese of Savannah Technology Curriculum:

Standard 1: Fundamentals of Technology Students understand the operations and
function of technology systems and are proficient in the use of technology.
Standard 2: Social and Ethical Implications of Technology A student recognizes the
appropriate uses of information and information technology.
Standard 3: Technology as a Productivity Tool Students use technology tools to enhance
learning, to increase productivity and creativity, to construct technology enhanced
models, to prepare publications and to produce other creative works.
Standard 5: Technology as a Research Tool Students utilize technology based research
tools to locate and collect information pertinent to the task, as well as evaluate and
analyze information from a variety of sources.

Digital Information Fluency:

Locating Information Efficiently - What Information Am I Looking For? - Where Will I Find
the Information? - How Will I Get There?
Learners identify key concepts in a research question
Learners create effective and efficient search queries
Learners select digital search tools based on their effectiveness and efficiency
Learners select and apply appropriate search strategies to effectively and efficiently
locate reliable digital information related to their academic learning goal(s)
Evaluating Information Effectively - How Good is the Information?
Learners evaluate the quality of a search result to determine its usefulness in the
search process
Learners evaluate the quality of a search result to determine the reliability of its
content
Learners evaluate the quality of a search result to determine the reliability of its
source
Using information Ethically - How will I Ethically Use the Information?
Learners ethically use digital information

AASL Information Fluency Elements:

1. Inquire, think critically, and gain knowledge.
1.1 Skills
1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and
make the real world connection for using this process in own life.
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,
and 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.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.2 Dispositions in Action
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.3 Responsibilities
1.3.1 Respect copyright/ intellectual property rights of creators and producers.
1.3.2 Seek divergent perspectives during information gathering and assessment.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.3.5 Use information technology responsibly.
1.4 Self-Assessment Strategies
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. Draw conclusions, make informed decisions, apply knowledge to new situations, and
create new knowledge.
2.1.1 Continue an inquiry based research process by applying critical thinking skills
(analysis, synthesis, evaluation, organization) to information and knowledge in order to
construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.6 Use the writing process, media and visual literacy, and technology skills to
create products that express
new understandings.
2.2 Dispositions in Action
2.2.4 Demonstrate personal productivity by completing products to express learning.
2.3 Responsibilities
2.3.1 Connect understanding to the real world.
2.4 Self-Assessment Strategies

2.4.2 Refl ect on systematic process, and assess for completeness of investigation.
3. Share knowledge and participate ethically and productively as members of our
democratic society.
3.1.3 Use writing and speaking skills to communicate new understandings eff ectively.
3.1.4 Use technology and other information tools to organize and display knowledge
and understanding in
ways that others can view, use, and assess.
3.1.6 Use information and technology ethically and responsibly.
3.2 Dispositions in Action
3.2.3 Demonstrate teamwork by working productively with others.
3.3 Responsibilities
3.3.1 Solicit and respect diverse perspectives while searching for information,
collaborating with others, and
participating as a member of the community.
3.3.2 Respect the diff ering interests and experiences of others, and seek a variety of
viewpoints.
3.4 Self-Assessment Strategies
3.4.1 Assess the processes by which learning was achieved in order to revise
strategies and learn more effectively in the future.
3.4.2 Assess the quality and eff ectiveness of the learning product.
3.4.3 Assess own ability to work with others in a group setting by evaluating varied
roles, leadership, and
demonstrations of respect for other viewpoints.

Principles of Inquiry-Based Learning:

Authentic - The students will connect to the real world because everywhere you turn you
will see a symbol. From the red octagonal stop signs to the railroad crossing signs,
symbols are everywhere. Some symbols are good like when you hold up your pointer and
middle finger at the same time which means peace and others are not so good when you
hold up your thumb and pointer which means loser. Symbols can, also, refer to a country
or a culture. For example, a flag of a country has meaning for that country or the eagle
to the United States. Another example would be the cross for christians. Symbols are
everywhere and convey different meanings.
Deep Understanding - Through the use of technology, the students will gain a deeper
understanding of symbols because they will be able to broaden their search to other
countries. With the use of the internet, the students will be able to search worldwide and
organize their findings using Glogster.
Performances of Understanding - The students will show their understanding by creating
their own symbol that represents them.
Assessment - The students will be assessed by following the rubric listed below that
accompanied the assignment.

Appropriate Use of Technology - Students will research three symbols with two facts each
without plagairising.
Connection with Experts - Students will learn from on-line sources about different
symbols and facts associated with those symbols.
Student Success - Student success will be measured by the Glogster presentation and
the symbol they designed for themselves.
Ethical/Citizenship - Students will learn about using technology responsibly and ethically
as they research and use resources on the internet.

Engage, Enhance and Extend:

Engage: The students will be engage because they will be using the Glogster site to
interact with the different symbols. (flags)
Enhance: The students will be able to research different symbols worldwide and using
Glogster to present their findings.
Extend: The students will be able to design their own symbol and then change it as they
grow and change.

Objectives: Students will learn about different types of symbols.

Procedure:
Have the students look up on the internet the definition for the word symbol. Have
volunteers read their definition they found.
Tell students that a symbol is something that reminds a person of an abstract concept or
something that cannot easily be depicted, say, "A puppy can be a symbol for playfullness
because most puppies are playful." Ask if their are other things that can be a symbol.
Explain that symbols can also represent concepts important to a specific country or
culture. Ask the class to go to the Glogster website listed on the smartboard. Here they
will see different flags. Have the students explore the page.
Ask are flags a good symbol? Why or why not? Write their responses and explanations on
the smartboard.
Tell students they are going to work in groups of three on the assignment. They are to
research three symbols, not flags, and create a curated list using Glogster with two facts
for each symbol. They will present their Glogster page with the smart board and tell why
they chose that symbol. The Glogster page will be on the class website.
Ask the students, "Are you a symbol for something?" "What would your symbol say about
you?" Using any application they want, have the students create their own symbol. Then
using a word processor, have the students explain why they created their symbol.
Assessment:
Glogster project rubric: Were there three symbols? Were there two facts for each symbol?
Did the group work
cooperatively? Did each member
participate?

Symbol project rubric: Is the symbol original? Is the symbol creative? Is there an
explanation about the
symbol? Is the explanation clear
and about the symbol? Are there any spelling or
grammar errors?