The Foundation of the United States of

America
Teachers Name: Joy Ferry Number of Students: 144 Timeline: November Dates of class: November Time of class: This varies throughout the day and week. We are on a fixed schedule and I implemented this plan with all 3rd students on their assigned day and time. Grade: 3rd Date: November 2008

Stage 1 Desired Results

State Standards: SS3H2 The student will discuss the lives of Americans who expanded peoples rights and freedoms who expanded a democracy. a. Paul Revere (independence), Frederick Douglas (civil rights), Susan B. Anthony (womens rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights) and Cesar Chavez (workers rights). b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them. Information Literacy Standards: Inquire, think critically, and gain knowledge. 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. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4. The student who is an independent learner is information literate and pursues information related to personal interests.

Understandings
Classroom Objectives: Students will understand obstacles the historical figures faced. Students will understand the location the historical figures were. Students will understand how these historical figures contributed to our democracy. Students will understand the historical figures character traits. Students will map the persons life. Information Literacy Objectives: Students will understand and ask different types of questions for researching their historical figure. Students will understand how to access resources when learning about historical figures. Students will learn how to use information. Students will create business cards and to introduce and learn about important people in history. Resources needed: sentence strips, pocket chart, overhead projector, transparency, in focus, projector screen PBWIKI, computers, references, atlas, chart paper, markers, books, videos, magazines, listening stations, paper, journals, pencils PBWIKI: Paul Revere Username: messtudent Password: tigers

Introduction and Procedures:

This information literacy lesson plan is designed for third grade students and involves many steps due to a fixed schedule. I am working with the third grade social studies teacher. The social studies teacher began teaching this standard and then switched gears due to the election. She is coming back to this standard now, which is November 5th. This lesson plan was beneficial to me because it helped me realize how helpful I can be to classroom teachers. As I collaborated and worked with this teacher, I realized how beneficial a flexible schedule may work better. I realize many teachers will not agree because not all teachers are collaborators yet and students that teach younger students want story time scheduled. When planning these lessons, I was grateful that I had previously taught the second and third grade students lessons on how the books are arranged. The students know where the nonfiction and fiction books are located. I have also taught the students how to use and locate the books we have in our library using the Look-Up Station on the computer. Because of this the lessons went smoothly and I did not have to teach these skills first. Learning activities for this standard: Lesson 1: I taught Ms. Joy how to access and use the following Website to access videos on standards: connect.discoveryeducation.com The following video will be viewed in her social studies classes in order to prepare the students for the study on Paul Revere: And Then What Happened, Paul Revere, which is 23:55 in length. The video was downloaded on the computer previously and it has several segments about Paul Revere. The segments are titled: Paul Revere His Early Years 6:04, Growing Up in Boston 1735-1750 2:08, Pauls First Job 1:05, Pauls First War at Fort William Henry on Lake George is Uneventful :052, Paul as a Young Father and Entrepreneur 1:59, Conflict with England 12:54, 1773 Paul Revere and the Tea Tax Solution. The advantage to this technology is having the ability to stop and start the segments for questioning. This was viewed using a projector screen, an in-focus and the internet. It would be great using a SmartBoard too. Lesson 2: This lesson will teach students to know and understand that there are different types of questions to ask. There are 1) Yes-No Questions are the simplest form and require no thinking, 2) Inch Questions/hand are recall questions which can be one word, 3) Foot Questions/elbow are comprehension questions and require students to use their own words, and 4) Yard Questions/arm are synthesis questions which require students to look in a variety of resources and draw conclusions based on the information. We will focus on learning how to develop Foot and Yard Questions because this is my goal the standard requires. This is also what regular third grade teachers have expressed that the students are struggling with daily. This lesson can be linked into their writing, as well as other subjects. I placed the students in small groups and used the in-focus projector and overhead projector to teach the different types of questions. I used questions that Ms. Joy gave me that the students know about these figures to model the question types. The questions are: 1) What obstacles did the person face? 2) What location was this person?

3) How did this person contribute to our democracy? 4) What character traits did this person show? I read each question aloud to the students and the students decided which type of question it was by holding up the appropriate card. Then I had the small groups develop two questions that were Foot Questions and two questions that were Yard Questions that he/she wanted to learn about Paul Revere. The students wrote the questions on their paper for our next lesson.

Lesson 3: This lesson will allow students in small groups to work in a specific area to find answers to their questions. Group 1 will work on the internet using a PBWIKI that I have created on Paul Revere. http://www.tamjoy3rd.pbwiki.com Group 2 will use the reference books on the shelves that house books that never leave the Media Center. Group 3 will use the look up station to locate books on Paul Revere. The students have already had a lesson on using the Look up station previously in the Media Center. Group 4 will listen to the story titled Paul Reveres Ride listening station titled: This lesson plan will continue until all students have rotated to each station. Lesson 4: I will teach the students how to organize and use information found using Kidspiartion, and an in-focus projector. The students will review the information they found and use Kidspiration to write the main points using concept maps. This skill is difficult for students because they want to copy information word for word. The students will work on this lesson in the Media Center and Ms. Joys classroom. Lesson 5: This lesson the students write a journal entry evaluating this experience. The students will write how they felt about the process using both negative and positive comments if necessary. They will be asked to write what they enjoyed the most about this experience. This will help students reflect on the process and share their feelings. This is part of their self-evaluation. Lesson 6: Group Sharing I realized as a regular classroom teacher working in small groups allows students to meet their needs and learning styles better and at times I have to adjust the groups. I am able to assess the students easier and visit each station as the students are working. I also have a full time paraprofessional which is wonderful. Since I have a fixed schedule in the Media Center, I feel that small groups are more beneficial for the students and me.

Reflection: I have been attending third grade Professional Learning Community meetings every Wednesday because this grade has just completed the ITBS and they always appear stressed out about meeting all of the state standards. I also wanted to begin teaching information literacy standards with these students because they are the oldest and I am new at this too. When I decided that the social studies teacher would be the best teacher to begin collaborating lessons with, because I strongly believe we need to move from text-based to resource based learning. The social studies teacher teaches every student in each third grade. I am focusing on this teacher when having to choose expensive technology in classrooms because she reaches all of the students. For example, each student is taught the same lesson and standard by the same teacher. I plan on doing this for the first and second grade social studies teachers too. Once I decided who I would focus on, I began planning how I would accomplish my goals in the Media Center. Each day throughout the week I placed third grade students into small groups by giving each student a number card one through four. I explained that throughout their assigned library time we would work in small groups in order to learn specific standards and relate classroom standards in the Media Center. I would be working with their social studies teacher, Ms. Joy so they can learn how to locate and learn from the many resources we have in the Media Center. After giving each student a numbered card, the students typed their first and last name under their classroom teachers name into the laptop under their specific group. I printed this list and placed it on the wall in the Media Center for the students to view, in case they forget which group he/she is in. This is also for me to refer to, because I have seven third grade classrooms each week. The students appeared to enjoy typing their names and were eager about the upcoming plan. The

following week we began the lesson implementation in our small groups. We have to take baby steps because of our schools fixed scheduling. This lesson planning has helped me easily understand why flexible scheduling may be the better way. This is something to focus on later. The following week I began implementing the lesson. I began with teaching the students how to focus and develop questions in order to seek answers to things they want to know. I used the strategy from a resource I came across in this course titled Developing Different Types of Questions http://www.kn.pacbell.com/wired/21stcent/lgener.html This lesson helped me understand how I can help students understand questions by relating them to body parts. This is plagiarism and they must be taught at an early age about it. The article for this course titled Penguins and Plagiarism: Stemming the Tide of Plagiarism in Elementary Schools helped me with this skill. I learned that young students need to expand their knowledge of taking something that is not theirs into their writing. To help students understand that authors just want you to give them credit for the work theyve done. I learned that Kidspiration is a wonderful way to encourage students to use short phrases, rather than complete sentences. This program allows students to pull the main points from their information without copying large chunks. I decided to use this in the final steps of this lesson plan. This lesson helped me connect with teachers and see how I can also collaborate with the computer lab teacher, because every student has a personal computer in the lab. I am excited about beginning the collaboration part of the Media Specialist responsibilities by incorporating Information Literacy Standards with Georgia Performance Standards. It has helped also see the value to flexible scheduling as well because a lot of time is spent with these valuable lessons. The lessons not only

incorporate standards, but help the students link information and skills they have to perform on each year to show they are knowledgeable in the area.

RUBRIC
Group 2 3 I did not I discussed Cooperation discuss ideas many of with my ideas with group. my group. Fact 1 2 3 I did not I did not I found Finding search for find many many facts facts about facts about about Paul Revere. Paul Revere. Paul Revere. Writing 1 2 3 I did not I wrote facts I found write facts found about several found about Paul Revere. interesting Paul Revere. facts about Paul Revere. Presentation 1 2 3 I did not I read the I shared share facts facts I found facts about about Paul about Paul Paul Revere Revere to Revere, but I with a clear the class. did not and loud speak voice. clearly and loudly enough. Listening 1 2 3 I did not I had some I listened listen to the problems carefully story. focusing and listening. understood the story. 1 I did not work with my group. Total Points

Your Score:__________

Scoring: 15 to 18 points =E 11 to 14 points =S 6 to 10 points =N