UBD Unit-Informational Literacy Skills Collaborative Unit-2nd grade

Stage 1 - Desired Outcome

Established Goals:

UBD Unit-Informational Literacy Skills Collaborative Unit-2nd grade

CCGPS: ELACC2RI5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. ELACC2W7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). ELACC2W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. GPS: SS2H2: The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments. a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources. b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today. AASL 21st Century Learner Standards: 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. 1.1.3 Develop and rene a range of questions to frame the search for new understanding. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 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. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.2 Dispositions in Action 1.2.2 Demonstrate condence and self direction by making independent choices in the selection of resources and information. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success. 1.3 Responsibilities 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. 1.4 Self-Assessment Strategies 1.4.1 Monitor own information-seeking processes for eectiveness 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 it is needed.

Understandings: Students will understand

Essential Questions:

UBD Unit-Informational Literacy Skills Collaborative Unit-2nd grade * *Effective research strategies lead to finding How can we effectively search for information? reliable information. * Why is it important to cite sources? * How can you tell if it is a reliable source? * How can you use information youve gathered to create an original piece of writing? * What were the Cherokee and Creek ways of life like? * Where did the Cherokee and Creek live? Students will know . . . Students will be able to *How to record the information they find and *Describe what the Cherokee and Creek lives create an original piece of writing. were like and where they lived. *Who the Cherokee and Creek are and *Locate where the Cherokee and Creek lived in where they lived in Georgia. Georgia. *The information they find is the property of *Create an original piece of writing from their others and they need to give them credit. research. *Gather information using online search engines and resources about the Cherokee and Creek Indians.

Stage 2 - Assessment Evidence

Performance Tasks: Other Evidence: *You are a famous reporter for the Atlanta *Observation of students during research Journal Constitution. You have been asked * Group KWL chart about Creek/Cherokee to write an article on the Creek or Cherokee for the paper. You must decide on a topic, research and find reliable sources, and write an informational piece. *Self reflection and questions about what students learned about locating resources and using keywords *Individual KWL chart about Creek/Cherokee

Stage 3 - Learning Plan

Learning Activities:

UBD Unit-Informational Literacy Skills Collaborative Unit-2nd grade 1. *Students will fill out the Know and Want to Know parts of an individual KWL chart about the Creek/Cherokee. *Using their individual charts, as a class we will fill out the Know and Want to Know parts of a group KWL chart on the smartboard. *Teacher will explain to the students that since they are studying the Creek and Cherokee right now in social studies, we will be learning how to research and doing a research project on them. Introduce Performance Task to students. *Teacher will review content standards with students. 2. *Present lesson on plagiarism and copyright to students using the slideshare document at http://www.slideshare.net/kellytaylor226/what-is-plagiarism-14167720. Students will understand that other people ideas are their property and that it is necessary to give them credit. We will practice looking up an article and writing down the sources using the Britannica Elementary link on a school computer. 3. *Present lesson on using keywords using the slideshare document at http://www.slideshare.net/kellytaylor226/choosing-good-keywords. Students will come up with their topic and keywords for their research project during this lesson. Teachers will walk around and help students formulate questions and keywords. 4. *Present lesson on how to use Britannica Elementary and WebPath Express online using smartboard. Model how to look up resources and navigate those two databases. Show students how to search broadly or specifically, what search options there are, and discuss how important it is to choose good keywords to search by. Show them that the database also gives them links to other reputable websites on their search topic. *Show students the pathfinder and take them through how to access it and the resources on it. 5. *Students will begin collecting information about this topic using the databases, websites linked to those databases, and the pathfinder. They will record this information in their social studies journals. (1-3 days) They will fill out the Learned part of their individual KWL charts. They will also complete the self reflection and questions regarding what they learned about locating resources. 6. After they are done with their research, they will use this information to complete the Performance Task described above. They have already learned how to write informationally, this will be an assessment piece for their informational writing. Remind students to put the information in their own words and to cite their sources. (1-3 days) When done, we will fill out the Learned part of the group KWL chart.

UBD Unit-Informational Literacy Skills Collaborative Unit-2nd grade

Information Literacy Skills Analysis: I was not able to gain access to specific standardized test scores regarding information literacy skills for the 2nd grade class I worked with. So I decided to discuss the class with the media specialist and the teacher. The media specialist at my school gives information literacy lessons every week to every other week to all classes. When I talked to the media specialist, she let me know that this 2nd grade as a whole was varied when it came to their information literacy skill sets. The teacher that I was going to work with had one of the classes who had shown more knowledge when it came to information literacy skills. They were semi-proficient with a computer and had some background knowledge and skills when it came to using print dictionaries and encyclopedias. They were also pretty proficient when it came to using the online catalog as well. They had never had any lessons regarding how to research or how to use online databases for research so this is where I decided to focus my unit since this grade level also has a literacy standard for information writing. The teacher seemed to have the same input, adding that she felt her students needed to learn more about independence with assignments and how to guide their own project/research. Design, Development, and Delivery of the Unit: When I approached the 2nd grade teacher about doing this unit with her she was very excited. Not only would it address the informational writing standard, but some of her science or social study content standards would be addressed as well. After discussing when and where we would complete the unit and deciding that working the Creek and Cherokee tribe social studies standard into the unit would benefit both of our goals the most, we then sat down and planned what instructional elements were most important to include within the unit and what we both hoped the students to gain by the end of the unit. After this, I worked on the lesson plan for the unit and asked for her opinion when I was finished. She agreed that it both met our needs and we decided which elements would be taught by who and how the other would assist during instruction. All in all, collaborating with this teacher in the design of the unit was extremely easy and so I looked forward to teaching it with her. Since I already knew the teacher and students well, the unit went very smoothly. We had a little trouble with scheduling because things kept coming up in the afternoon, but we were able to move along. The students were excited about the unit because it was something different than they were used to. I would say that probably the most difficult activity in the unit was coming up with the keywords and reminding them how to manipulate the databases. They will definitely need more practice with this.

UBD Unit-Informational Literacy Skills Collaborative Unit-2nd grade

Self Reflection and Questions 1. How you determine what keywords to use when conducting a search?

2.

Why are choosing good keywords important?

3.

Which database (Webquest or Britannica Kids) did you like using better and why?

4.

Do you think you could search for information again on your own because of what you learned?

5.

What did you learn that you think will help you search effectively in the future?