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Information Literacy Lesson Plan Carol Nimmons

FRIT 7136 Y01 Dr. Stephanie Jones Spring 2010

Pathfinder URL
https://cellphonelegislation.wikispaces.com/

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Information Literacy Lesson Plan GRADE: TEACHER(S): 11th Grade AP Language: Ashlie Fortson & Carol Nimmons CONTENT TOPIC: Synthesis Essay Sources for AP Language STANDARDS FOR THE 21 -CENTURY LEARNER GOALS Standard 1: Inquire, think critically and gain knowledge. Skills Indicator(s): 1.1.4 Find, evaluate, and select appropriate sources to answer questions. Benchmark - 1.1.4 -Identify the value of and differences among potential resources in a variety of formats. -Use various search systems to retrieve information in a variety of formats. -Describe criteria used to make resource decisions and choices. Dispositions Indicator(s) - 1.2.4 -Maintain a critical stance by questioning the validity and accuracy of all information. Sample Behaviors: -Distinguish fact from opinion. -Detect bias. -Use additional sources to verify conflicting information Responsibilities Indicator(s) 1.3.2 -Seek divergent perspectives during information gathering and assessment. Sample Behaviors: -Recognize when different perspectives exist about an issue. - Seek credible sources that present different viewpoints. - Evaluate every source to determine whether the authors point of view has skewed the accuracy of the information presented. Self-Assessment Strategies Indicator(s) Standard 2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
ST

How does the evidence I found help me form an opinion or support my thesis? What decisions or conclusions have I drawn, and how are they supported by the evidence? What new questions do I now want to answer about the topic or idea?

CONNECTION TO LOCAL OR STATE STANDARDS: 11th Grade GPS Standards for Unit: ELA11W3 The student uses research and technology to support writing. The student c. Synthesizes information from multiple sources and identifies complexities, discrepancies, and different perspectives found in a variety of media. f. Uses systematic strategies to organize and record information.

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h. Goes beyond the parameters of the traditional research paper by presenting an argument of his or her own that includes analysis, evaluation, and synthesis of ideas from an array of sources.

OVERVIEW: In this activity, students will evaluate multiple sources as pros and cons for cell phone legislation in
an attempt to locate original data to support an AP synthesis essay topic. The media specialists role in this process will be to help students to access research data over the Internet, and instruct them about how to effectively evaluate and manipulate different sources. She will train them how to evaluate different mediums of media about the topic and aid them with the evaluation of their sources.

FINAL PRODUCT: The final product of the information literacy lesson is a class compilation of acceptable
sources that weigh the positives and negatives of cell phone legislation. The teacher will then compile the sources according to the synthesis essay format, and students will complete the essay utilizing the original sources.

LIBRARY LESSON(S): The media specialist will assist students in a group to individual format as they evaluate
various sources on cell phone legislation. She will reinforce the concept of bias in all printed material, and she will draw their attention to that certain bias in the sources they view. She will create and supply students with a pathfinder to assist them with their research.

ASSESSMENT Product
Students will locate one positive and one negative source on cell phone legislation to be used in answering an AP synthesis essay question.

Process
Teacher and media specialist will review the concept of bias in printed material. Students will be instructed to use their pathfinder in order to ascertain the best material to be used as sources for an AP synthesis essay. Working in groups, assigned by the teacher, students will access the Internet and search for sources including but not limited to articles, graphs, statistics, lithographs, essays. Students will evaluate each found source to determine its bias. Students will then choose the very best source to both support and refute the AP synthesis question. Once individual groups complete this process, the teacher will compile the chosen sources to attach to the question. Students will then write their individual responses in answering the AP synthesis question.

Student self-questioning Teacher and media specialist will informally evaluate the student responses to the following questions as the groups complete their research: How does the evidence I found help me form an opinion or support my thesis? What decisions or conclusions have I drawn, and how are they supported by the evidence? What new questions do I now want to answer about the topic or idea?

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INSTRUCTIONAL PLAN FOR A 55 MINUTE CLASS PERIOD:

5 minutes Teacher will distribute the synthesis question that must be answered: Cell phone use in vehicles has become widespread in our mobile society. As concern has grown about the dangers of driving while distracted by cell phone conversations or texting, some jurisdictions have banned the use of cell phones while driving. Is such legislation warranted and useful, or is it unnecessary, perhaps even counterproductive? Write an essay in which you evaluate what legislators would need to consider before enacting legislation prohibiting the use of cell phones while driving. Synthesize at least three of the sources for support. 10 minutes Teacher and media specialist will review the indicators of bias in printed material. 5 minutes Media specialist will go over the parameters of the pathfinder. 30 minutes Students will complete the research process and agree as a group (groups selected by teacher to account for different skill levels) on the best found sources, one positive and one negative, to answer the question. Teacher and media specialist will circulate and informally evaluate the self-assessment process. 5 minutes Student groups will present to the teacher and media specialist the chosen material in printed format. Students will briefly explain why the certain choices were made. (EXTENSION OF THE ORIGINAL ACTIVITY ON DAY TWO) Student will use the standard 50 minute time period to write the essay.

Resources students will use: - Online subscription database(s) Galileo, SIRS Researcher
- Web sites www.cnn.com; www.newyorker.com; www.usnews.com; www.iihs.org; www.newyorktimes.com; www.ntsb.gov; and others linked on wiki

Instruction/activities
o Direct instruction:
- Teacher will distribute the synthesis question that must be answered. - Teacher and media specialist will review the indicators of bias in printed material.

o Modeling and guided practice:

- Media specialist will go over the parameters of the pathfinder.

o Independent practice: - Student groups will follow pathfinder to locate and evaluate appropriate sources. - Students will answer self-assessment questions while evaluating these sources.

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o Sharing and reflecting:

- Student groups will present to the teacher and media specialist the chosen material in printed format.
- Students will briefly explain why the certain choices were made.

Lesson Materials and Equipment

Handout with the synthesis question on it Language Arts Computer Lab Internet Access Networked Printer in Language Arts Computer Lab

Personal Reflection
This assignment has taught me that collaboration between a classroom teacher and the media specialist is definitely a good approach to working with students to complete even a rather brief research project. As a (former) classroom teacher myself, I used the media center and its computer lab to allow my students to access information electronically for research purposes. However, I dont think I ever utilized the media specialists knowledge / skills to help me help my students with the process. It was beneficial to students and the classroom teacher both to have the media specialist helping to guide students through this research. The use of a pathfinder, while challenging for me to produce, was such a great tool for students. Through this assignment, I have been reminded how difficult it is to get even AP students to do the thinking for themselves rather than being led specifically by the teacher (or media specialist). By following the pathfinder, after introductions from the media specialist on how to do this properly, the students found and evaluated their own sources which required their understanding the importance of evaluating correctly. They had to truly understand the concept of the synthesis essay to write their own essays. Although these students are motivated to learn, it was helpful to have two people to direct and monitor them and give guidance when necessary on evaluating their found sources. The students seemed to enjoy using the pathfinder and working together to choose what they thought were the best examples of various mediums. Collaborating on a project, I think, made the students all feel that they were helping and that their input was valuable. In addition, because they presented their findings as a group, individuals who might otherwise have been hesitant were more willing to add their comments at presentation time. Because I am not currently working in the school, I worked around the teachers schedule and we were able to easily collaborate on planning this lesson. I came to her classroom several times for planning purposes and we utilized email to communicate throughout the process. I was also able to co-teach this lesson when she had the AP Language class without any scheduling difficulty.