Information Literacy Lesson Plan Allison Baker

FRIT 7136 Dr. Kathryn Kennedy Fall 2010 Pathfinder URL

http://allisonbaker.pbworks.com/w/page/32198463/FrontPage

Information Literacy Lesson Plan

GRADE: 1st grade

TEACHER(S): Allison Baker & Beth Layton

CONTENT TOPIC: Nonfiction and Fiction STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS Standard 1: Inquire, think critically and gain knowledge. Skills Indicators: 1.1.4, 1.1.5, 4.1.4
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. 4.1.5 - Seek information for personal learning in a variety of formats and genres.

Benchmark - 1.1.4:
Understand the basic organizational structure of books. Distinguish between fiction and nonfiction books. Understand that the library has an organization scheme.

Benchmark - 1.1.5:
Recognize and use facts that answer specific questions. Interpret information represented in pictures, illustrations, and simple charts.

Benchmark - 4.1.4:
Routinely select picture, fiction, and information books; try some books in other genres (poetry, fairy tales). Select information in various formats and genres based on suggestions from teacher or SLMS and on personal interest.

Dispositions Indicators: 2.2.4 & 3.2.3

2.2.4 - Demonstrate personal productivity by completing products to express learning. 3.2.3 - Demonstrate teamwork by working productively with others.

Responsibilities Indicator: 4.3.2

4.3.2 - Recognize that resources are created for a variety of purposes.

Self-Assessment Strategies Indicator(s):

What do I expect to find? How do I evaluate the information that I find? What organizational patterns will help me make sense of my information?

CONNECTION TO LOCAL OR STATE STANDARDS

ELA1R5 The student acquires and uses grade-level words to communicate effectively. The student a. Reads and listens to a variety of texts and uses new words in oral and written language. b. Recognizes grade-level words with multiple meanings. ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student a. Reads and listens to a variety of texts for information and pleasure. e. Distinguishes fact from fiction in a text. m. Recognizes and uses graphic features and graphic organizers to understand text.

OVERVIEW: In this unit, students will look at different examples of nonfiction books and learn to identify the features of nonfiction.
They will apply strategies to looking at books or other print sources to determine if it is fiction or nonfiction. They will understand the features of nonfiction texts and what job each does for the reader. They will analyze books to find the specific features and understand the role of each feature. The Media Specialists role in this process will be to introduce students to the features of nonfiction, provide examples of each, and to be sure students understand what each feature looks like and how it is useful to the nonfiction genre. The Media Specialist will use resources from the pathfinder to show online examples of fiction and nonfiction and walk students through looking at a nonfiction sources and identifying the features.

FINAL PRODUCT: Students will work individually with three to four nonfiction books and a table of nonfiction features. Students
will search for and identify each of the features in one of their nonfiction books. They will record which book has the specific feature and what information is provided by that feature.

LIBRARY LESSON(S): The Media Specialist will teach students the names of the nonfiction features, their purpose in the text, and
what they look like. The Media Specialist will demonstrate going through nonfiction texts and finding each type of features. These tasks will be carried out through lecture, graphic organizers, and demonstrations via the Internet by use of the Promethean Board. She will create and supply students with a pathfinder to assist them with their research. The Media Specialist will provide the classroom teacher (and students) with a table of the nonfiction features for recording their final product.

ASSESSMENT Product
Students will look through nonfiction books for the specific nonfiction features. Students will complete a table/graphic organizer demonstrating which book contained each feature and what information that feature included. Students will write a short paragraph (three sentences or more) to evaluate three of the features found in one "favorite" book and how each of these feature demonstrated that this is a nonfiction book.

Process
Teacher and students use graphic organizers to instruct students on features of nonfiction features (and their jobs). Teacher uses oral questioning techniques to assess students understanding of the vocabulary included in the lesson and overall understanding of nonfiction compared to fiction texts. Teacher observes students in pairs and individually to monitor thinking processes and organization strategies.

Student self-questioning
Students, as a whole group, will create a class poster that will be added to daily that answers the questions: What is nonfiction writing? How is it used? What information could I find in it? How does it compare to fiction? What features are included in nonfiction? Why are each of these features important (what information do I get from them)? Students will check their Feature Find against examples given, whole group examples, and the rubric given for the material. Students will complete a rubric before turning in their final Feature Find and explanation paragraph to self-assess.

INSTRUCTIONAL PLAN
DAY ONE - This lesson is taught by the Media Specialist.

1. Activating Strategy Show class prepared poster (or ACTIVboard flipchart) with these questions: What in nonfiction writing? How is it used? What information could I find in it? How does it compare to fiction? What features are included in nonfiction? Why are each of these features important (what information do I get from them)? Discuss what nonfiction is with students: Point out examples that are all around them: books about their favorite animals, lunch menus, maps, classroom magazines, etc.

Define nonfiction: It gives information. It explains, informs, or persuades.

2. Activity One Start a KWL for Nonfiction - have students tell you facts they know about nonfiction (probably won't be much in first grade - mostly "real" and "about animals", etc) for the "already Know" portion. Take a few minutes to fill in some questions they have about nonfiction for the "Want to Learn" section. Show students pathfinder and where all resources can be found. Refer back to it for each needed aspect (brainpop, youtube, tumblebooks). Watch youtube video, " Nonfiction Video-- Jackson Mann Elementary." Explain that it was filmed in a mirror so the book looks backwards but they can still see the examples of each feature. 3. Activity Two Inform them that for the next few days they are going to be finding different types of features or conventions within nonfiction. The following is a list of all the features and their purposes. Introduce each now and refer back to these each day of the lesson: Labels help the reader understand the small parts of a picture. Photographs help the reader see what the real topic looks like. Captions help the reader understand what they are looking at in a picture. Close-Ups help the reader see what something looks like from up close. Tables of Contents help the reader know how the book is organized. Indexes help the reader find specific information in a book. Glossaries help the reader understand the definitions of important words in the book. 4. Activity Three Use a non-fiction book, go over the information in the Characteristics of Nonfiction chart to show examples of each. Check beforehand to be sure it shows all the characteristics or use several books if needed. Reassure students that these unusual features should not discourage them. Explain how these characteristics are clues that will help them understand what they're reading.

5. Wrapping it Up Have students share experiences they've had with nonfiction. Try these prompts: What books about real people, places, and events have you read? Do you enjoy reading these types of books? Why or why not? When you look at an article or a biography, do you look at the illustrations and read the captions? What Web sites do you visit? Have you ever had to read directions for a board game or ingredients in a cookbook? Have students add any answers on the Nonfiction Essential Questions Poster or flipchart.
DAY TWO - This lesson is taught by the Media Specialist.

1. Activating Strategy Have several NF books out that students may take a few minutes and look through. See if they can identify any of the features. Let students work with a partner for a few minutes, then share one characteristics they identified with the group. 2. Activity One Tell students that they will be reading about bumblebees. Give them time to think about what they know about them. While students are thinking, pull up the KWL on the ACTIVboard (or white board). Ask students to tell you what they already know about bumblebees. Ask question to guide the discussion so that students share what they know about what they are, how they work, where they live, etc. As you discuss the facts, write facts in the What do I Know now? column of the chart. Ask students if talking about bees has raised questions. Is there anything that they don't know about bees that they'd like to find out? List these questions in the What do I Want to Find Out? column. The What Did I Learn? column will be completed after they've read the selection. 3. Activity Two Step 1: Preteach key vocabulary from The Bumblebee Queen (Vocabulary terms: colony, species, larvae, cocoon, drones). Step 2: Write each word on the chart paper. Ask students to share what they know about each word. Have index cards ready with the meanings. Have students attempt to match them quickly. Step 3: Pronounce each word, define it, and give an example sentence. Move any meanings from student matches that are not correct. 4. Activity Three Watch The Bumblebee Queen by April Pulley Sayre on tumblebooks.com. Review the vocabulary words used in the book. Fill in the "What did I Learn" column on the KWL. Watch The Summer the Town Bit Back by Ellen Feinman Moss. Ask students if they could really complete a KWL about insects from reading this story (answer: no - it is fiction and doesn't provide facts). Explain that fiction writing is intended for entertainment. 5. Wrapping it Up

Discuss The Bumblebee Queen is considered nonfiction and The Summer the Town Bit Back is fiction. Have the students use a Venn diagram to compare and contrast the two books. Have students add any answers on the Nonfiction Essential Questions Poster or flipchart.
DAY THREE - This lesson is taught by the classroom teacher.

1. Activating Strategy Watch youtube video, "Kayla Knows: Fiction vs Nonfiction." Discuss some of the features Kayla describes in the video. Make a class list of characteristics that students could expect to see in a nonfiction book. Refer to the features list on day one's plan to guide this class list. 2. Activity One Tell students that you are going to read a nonfiction book aloud. Tell them to look for the features that have been discussed as parts of nonfiction. Tell them to let you know when they see one (management tip: pick a procedure that your class uses to show when they see a feature). Read a nonfiction, grade-level book aloud. Choose one that has not been read aloud with the class. Pause as you pass certain features to see if they name them. 3. Activity Two Go back over the list of nonfiction book features. Be sure to find each feature in the book so children can see it in the book while talking about what it shows or helps them find. Steps to teach the features: 1. Introduce the name of the feature. 2. Show many different examples of the feature in nonfiction books (The use of real literature helps students understand the importance of each one). 3. Discuss and record on the class chart what the class thinks is the purpose of each feature. 5. Wrapping it Up Use a mini-nonfiction book on the ACTIVboard (or overhead projector) and have students tell you where to look for the different features. Turn to the feature as they tell you where to look. Call on different students to explain what that feature is used for. Complete a "Feature Find" on the board as you do this. Have students add any answers on the Nonfiction Essential Questions Poster or flipchart. This should complete the questions on this chart. Have students list more information they've learned on the "Learned" portion of the KWL for nonfiction.
DAY FOUR - This lesson is taught by the classroom teacher.

1. Activating Strategy Watch youtube video "Fiction or Nonfiction" and have students answer "quiz" questions aloud as they get to them in the video. Review the features list. 2. Activity One Tell students that you will complete one more "Feature Find" as a class while you read a nonfiction book aloud. Determine a signal for the students to use when they see a feature so that you can stop and add it to the chart. Read the story, pausing to fill in the chart as you go. Leave this completed chart where students can see it for their assessment activity. 3. Activity Two Review the "Feature Find" and how to fill it out. Have students get a partner (or the teacher can assign one). Go over the rubric that teacher/MS will use for grading their final Feature Find and paragraph. Give each pair a copy of the "Feature Find" and several nonfiction books on their level. Remind students to read the book aloud with their partner (EEKK = elbow to elbow, knee to knee). Stop as they find a feature and fill in their chart. Be sure each group writes their names and the title of their book on the paper. Reiterate that it may take several books to find all of the features. (The chart can be modified to include only features that your student level can work at; differentiate instruction by having different versions of the Feature Find for different levels of students). 4. Activity Three Teacher and Media Specialist will monitor as students read and fill in their charts. Students can be guided as needed, but should be allowed to work with their partner to find the features they need. 5. Final Activity Students will write a three sentence (or more) paragraph discussing features they found in ONE of the nonfiction books they used. These paragraphs will be posted with a copy of the book cover for display work in the hall. As students finish their Feature Find and paragraph, teacher or MS will give them a copy of the self-assess rubric to complete a final check of their own work. 6. Wrapping it Up Allow groups that would like to, to share their book and the features they found in it in a 1-minute share time. Remind students that not every nonfiction book will have every feature. Compare books that had all features or did not.

Wrap up final lesson with any added facts to the "Learned" portion of the KWL. Teacher/MS will use grading rubric to complete assessment of student work (Feature Find, paragraph, and teacher observations).

Resources students/teacher/Media Specialist will use:

Web sites - http://allisonbaker.pbworks.com/w/page/32198463/FrontPage - http://www.readwritethink.org/files/resources/interactives/venn/ - tumblebooks.com ** - brainpopjr log.htm
- http://minibooks.scholastic.com/minibooks/home/?ESP=MB/ib//acq/minibooks_premium_go///premiumbridge/img////

Books - The Bumblebee Queen by April Pulley Sayre (available on tumblebooks.com) - The Summer the Town Bit Back by Ellen Feinman Moss (available on tumblebooks.com) - Autumn Leaves by Robbins, Ken - Color by Heller, Ruth - Leaf Man by Ehlert, Lois - My Very First Mother Goose by Opie, Iona - Starting Cooking by Harvey, Gil - Weather Words and What They Mean by Gibbons, Gail -Your Five Senses by Broekel, Ray

Instruction/activities o Direct instruction:

Provide students with instruction about the genres of nonfiction and fiction, the features of nonfiction and the job they each do. Teach students how to assess nonfiction for the features and the information given by each feature. The media specialist will use the ACTIVBoard to share graphic organizers that include the features and their uses. The ACTIVBoard will also be used to look at video examples of nonfiction and fiction. The media specialist will use the Promethean Board to introduce the pathfinder and explain how students are to access and use it to locate their resources.

o Modeling and guided practice:

The teacher will guide students in working with partners to find the different features in nonfiction books. The media specialist will assist students in utilizing the posters of features/jobs and reinforce that not all nonfiction books will have all features included.

o Independent practice:
Students will browse through nonfiction books to look for features with a partner. Students will search through nonfiction books to complete a Feature Find of nonfiction features.

o Sharing and reflecting:

Students will complete their K-W-L charts in the section where they share what they have learned about nonfiction. Students will write a short paragraph (3 sentences) discussing features they found in a nonfiction book to be posted with a copy of the book cover. Students will complete a self-assess rubric of their final product (Feature Find and paragraph). Students will share their Feature Find and paragraph quickly with class.

Lesson Materials and Equipment

Promethean Board & Projector

nonfiction books (enough for every 2 children to share) Graphic Organizers Handouts Access to Media Center (or classroom library with nonfiction choices) Pathfinder with Resources Rubrics (for teacher and student use)

How does nonfiction text looks different from fiction?

Characteristics of Nonfiction Writing There may be chapter titles and section headers that preview information. Each page has words in a variety of fonts and type sizes. Bold or italic fonts may be used to signal important words or phrases.
Diacritical marks may be used to guide pronunciation. Maps, charts, diagrams, photographs are usually included to illustrate or summarize information. Captions or labels must be examined carefully for relevant information. There may be more words that are unfamiliar. Look for multi-syllabic words like "photosynthesis" that may be difficult to pronounce. There is a great deal of information to be understood and remembered.

How are graphic aids used?

How is the vocabulary different? What do we know about nonfiction?

N m : D te

a e a :

Nonfiction Feature Find

Use nonfiction books to find one example of each common nonfiction feature below. Write the title of the book you found it in and a brief description of what the feature is showing in that book.

Feature
Label

Title

What is it?

Photograph

Caption

Comparison

Cross Section

Map

http:// teache r.scholasti c.com

Nonfiction Feature Find (cont.)

Feature
Types of Print

Title

What is it?

Close-Up

Table of Contents

Index

Glossary

http:// teache r.scholasti c.com

Feature Find and Paragraph Final Product - Rubric Students: _________________ _____________________
Needs improvement - keep trying (1 pt each) 0-4 book titles listed or not legible 0-4 features are located in books correctly; more may be listed but are not correct 0-4 features have the correct information listed for the "what is it" column on FF Paragraph has serious errors: less than 3 sentences, more than 5 errors in ending punctuation, spacing between words, and capitalization. Features from more than two books; student doesn't address features at all or shows no clear understanding Student cannot clearly explain features or show them in a book. Student cannot use vocabulary terms at all and does not show understanding when questioned by teacher. On Target - good job Exceeds Standards (3 pts each) wow (5 pts each) 5 - 8 titles listed that are legible (more may be listed but cannot be read) 5-8 features are correctly located in books 5-8 features have the correct information listed for the "what is it" column on FF Paragraph is written mostly correct but has 2-4 errors in ending punctuation, spacing between words, and capitalization. Features come from more than one book; student doesn't clear show understanding of two features. Student can either identify features or describe what their purpose is but cannot show both. Student may use 1-2 vocabulary terms but struggles to use them in context. 9-10 features have a legible title listed 9-10 features are correctly located in books 9-10 features have the correct information listed for the "what is it" column on FF Paragraph has at least 3 sentences and 0-1 errors in ending punctuation, spacing between words, and capitalization. Features discussed come from one book only; student demonstrates an understanding of at least two features Student can identify features in a text and describe the purpose of that feature in nonfiction. Student uses appropriate vocabulary such as feature names, nonfiction, fiction.

Titles of books listed on Feature Find Features located

What is it?

Paragraph grammar

Paragraph - content

Teacher Observations & Conversations

Totals per column:

Overall Score: /30 5-15: Has not mastered standard 16-25 : Mastered standards 26-30 : Exceeds standards Student Self-Check Rubric Feature Find and Final Paragraph Name: _________________ Read each description - look at your Feature Find AND your paragraph.

I wrote a title for every feature. My teacher can read my writing.

0-4 book titles listed 9-10 titles listed

5-8 titles listed

Features located

0-4 features are right 9-10 features are right

5-8 features are right

What is it?

0-4 are right 9-10 are right

5-8 are right

Paragraph grammar I wrote 0-2sentences and I have LOTS of errors (more than 5).

I wrote 2-3 sentences & have 2-4 errors. I wrote 3 (or

more) sentences and have 0-1 errors! Paragraph content I don't understand or I used more than 2 books.

I got some right; I used 2 books. I understand this; I used only 1

book!

Really look at how you did each part and then circle the face that matches. Be honest; you can always work on your paper again if you don't like how this selfassessment looks! Fix your mistakes, redo this page, and then turn it in.

Baker 15

Personal Reflection
This assignment has taught me that a lesson can be much more thoroughly covered through collaboration with the Media Specialist and classroom teacher. I have used the Media Center in the past (mainly for library topics: research, finding books, author information, etc). This, however, was a topic that is a classroom "standard." By sharing the responsibility and workload with another teacher, I was able to go more in-depth and cover more material. I look forward to collaboration in the future. Nonfiction and fiction has never been a standard I looked forward to teaching. It seemed boring and students were definitely not interested by this topic in the past. By collaborating with a classroom teacher and working together (both on the material AND presentation), students were more involved and caught up in the topic. They seemed to actually understand that nonfiction has a purpose, specific features to look for (and why they are included), and identify books as nonfiction or fiction. In the past, their understanding was superficial with basic responses like "This is fiction because a bear cannot cook" or "This book is nonfiction because it's about water." After these lessons, I heard student conversations along the line of "Look at the labels in this book! They tell me what the name is of this animal!" and "You know, the caption is that sentence under a photograph that tells you what it is! You find it in the nonfiction books!" Roadblocks to collaboration certainly exist. In this case, I was able to work with another first grade teacher who was willing to participate and try anything with the class. However, I can see in other cases, there might be teachers with different planning times, don't really want to be involved, or are simply looking for the Media Specialist to teach the class while they sit back and watch (or grade papers even!). One of the complications that we did face was having a set of benchmark assessments given to us at the last minute that had to be completed within the week. This forced us to rethink our schedules and when we could teach the unit. We were able to go ahead by working around some times we had tried to avoid (when ELL students were pulled, for example) and by having the classroom teacher help her students with the day three activities of group practice in looking for the features in her own classroom. This is sadly the reality of classroom teachers often; our Media Specialist is also frequently pulled to cover Specials classes when those teachers are out to avoid hiring substitutes. I really did enjoy teaching my portion of the lesson as I was able to "act" like the Media Specialist and focus on the material with the classroom teacher along to help with classroom management and other issues that arise with more difficult topics and only one teacher in the room. I enjoyed that by our extra work (which didn't really seem any harder since we worked together), we were able to make a previously boring topic more interesting and students paid attention. This may be the first time I honestly feel that the students understand nonfiction books and what they can learn from them. I would say this unit was a success, despite the unanticipated interruption of benchmark assessment. Students could use the vocabulary relating to the topic in context and with actual understanding. They had a depth of knowledge that my students have not had in prior years in this area. By working with the teacher, we were able to search for more interesting ways to share the information (the youtube videos, comparing the stories on tumblebooks.com). The pathfinder was also helpful for both the students to look at examples again from classroom computers (I bookmarked the pathfinder since these were six-year-olds using them) and for the classroom teacher in having easy access to the same sources. By compiling the sources onto one pathfinder, I could have moved to any room in the school and still had all the resources I needed. In future collaboration, I would compile a list of questions for the classroom teacher in regard to the unit (what standards need to be covered, what areas need special emphasis, what has been an area students have struggled with in the past, activities used in the past that worked or did not work). In this case, I knew this because it was an area I have taught before, but as a Media Specialist, I will be working with teachers in all grades, including some I have not taught. Often, teachers have activities that work well and will simply need tweaking and adding additional resources that can turn a good unit into a great unit!

Baker 16

What I learned from this assignment is that there is so much more to collaboration between classroom teacher and Media Specialist. It is not simply asking the Media Specialist to teach a lesson on a particular topic. It truly requires planning and working together. This is an area I had not seen modeled in past Media Specialists and look forward to seeing it in the future! I loved the pathfinder and can't wait to use more of them. Once I learned how to add graphics and even change background colors, it was even better. These simple steps make the pathfinder more visually appealing and in first grade, graphics can make a huge difference for non-readers and very low readers. They learn which picture they need to click on to access certain information. I will definitely be using pathfinders in the future for other topics - and even for sending the link home to parents for student use at home. After completing this lesson writing and actually teaching the lesson, I feel I am better prepared for the role of collaborator in as the Media Specialist or as the classroom teacher. I now know what each role entails and how to best make them work together. I found this particular template a little different to use than our typical lesson plan formats, but it has gotten better as I've looked at and worked through it. Most of the units written at our school (not our regular daily lesson plans but the actual whole units) follow the Instructional Plan format used here. Trying to align all the standards from the actual grade level AND the 21st Century Technology standards was a bit overwhelming. However, I am sure that as I work more with these standards, that will become second nature. Right now, those standards alone are confusing to me. As I learn those standards better, I will be able to quickly identify which standards match which activities/lessons, just like I can with first grade GPS now.