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Information Literacy Lesson Plan:

A Study of Medieval Times, Literature, and Technology

Kimberly Exley
FRIT 7136
Dr. Repman
Fall, 2008
Lesson Overview
The information literacy lesson will be taught in collaboration with a twelfth grade
teacher and a class of twelfth grade college preparatory level students. The
teacher and students are currently studying literature and culture of the English
Medieval Period, and after a lengthy discussion between the teacher and myself,
we have decided that this lesson will be a perfect fit into their current studies.
She feels that her students have not had ample opportunities to learn or utilize
research skills this school year and is excited about this lesson. This lesson will
include choosing a topic, gathering information or researching, preparing a power
point slide, and making a presentation. Together, the teacher and I will integrate
the twelfth grade British Literature/Composition GPS and the AASL standards for
the 21st century learner listed below.

12th Grade British Literature/Composition GPS


ELABLRL1 The student demonstrates comprehension by identifying evidence (i.e.,
examples of diction, imagery, point of view, figurative language, symbolism, plot
events, main ideas, and characteristics) in a variety of texts representative of
different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography],
and drama) and using this evidence as the basis for interpretation.

ELABLRL3 The student deepens understanding of literary works by relating them to


their contemporary context or historical background, as well as to works from other
time periods.

ELABLRL4 The student employs a variety of writing genres to demonstrate a


comprehensive grasp of significant ideas in selected literary works. The student
composes essays, narratives, poems, or technical documents.

ELABLRC1 The student reads a minimum of 25 grade-level appropriate books or


book equivalents (approximately 1,000,000 words) per year from a variety of subject
disciplines. The student reads both informational and fictional texts in a variety of
genres and modes of discourse, including technical texts related to various subject
areas.

ELA12LSV1 The student participates in student-to-teacher, student-to-student, and


group verbal interactions.

AASL Standards for the 21st Century Learner


1 Learners use skills, resources, & tools to inquire, think critically, and gain
knowledge.
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.
1.1.8 Demonstrate mastery of technology tools for accessing information and
pursuing inquiry.
3 Share knowledge and participate ethically and productively as members
of our democratic society.
3.1.6 Use information and technology ethically and responsibly.
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in
both formal and informal situations.

Plans

Materials Needed
Assignment sheet for students
Sample electronic poster (power point slide)
Computer/projector/screen
Computer lab

Time
The lesson will take place during three class periods (90 minutes each). The first
day will begin with an explanation of the assignment along with an example and
a question and answer session. The remainder of the first day will be spent in the
computer lab where students will begin researching and working on their power
point slides. Day two will be a 90-minute computer lab session where students
will finish their research and power points and save their work. Day three will be
presentation day.

Assessment
Students will be assessed on day three during their presentations using the
[assessment rubric, p.5]. The assessment will include a performance assessment
as well as an assessment of their research skills and power point slide.

Procedures
1. The media specialist will begin by linking the information literacy
assignment to the literature the students have been studying. They have
recently read Chaucer’s The Canterbury Tales and are familiar with
medieval times. Therefore, a brief discussion of medieval topics such as
castles, knights, festivals, jousting, the classes, etc. may help to get
students on the right track and thinking toward a topic for their research.
2. The MS will hand out an assignment sheet [p. 6 and display the sheet on
the projection screen. She will lead a discussion of the assignment, telling
students that they will create an electronic poster based on a chosen
medieval topic. The poster will be created using power point and can only
contain one slide. The slide must contain images and text taken from
appropriate electronic sources. She will also explain to students that all
information must be relative to their topics and all sources must be cited
using hyperlinks to the websites. The MS will show the students how to
access the Wiki she has created to aid them in this project.
Wiki Link
http://mygreatresources.pbwiki.com

3. Next, she will show them a sample electronic poster/power point slide (p.
7 ) and go through a sample presentation.
4. The MS will give students a copy of the assessment rubric and display this
on the projection screen. She will lead a discussion of the assessment.
5. Students, teacher, and MS will meet in the computer lab where students
will research and complete their electronic posters/power point slides.
6. Students will present their slides in a three to five minute presentation
during which they will be assessed using the rubric they were given on
day one.
Middle Ages Power Point Poster
Evaluation Rubric
(Possible Points = 100)

Excellent Satisfactory Unsatisfactory Assessment/


Comments
Project is limited to one
PPT slide, which contains
both images and text.
(10 pts.)
Topic has been teacher-
approved, and all images
and text are relative to
chosen topic. (20 pts.)
Slide includes hyperlinks to
all websites. (10 pts.)
Student followed
directions:
-named file as directed
-submitted file to correct
folder
-included all information
on a single PPT slide
-printed PPT “Notes” for
presentation (20 pts.)
Student presented PPT
slide in a 3-5 minute
presentation with clarity
and knowledge of his or her
topic using “Notes” page
(20 pts.)
Overall project and
presentation
appearance/performance
(20 pts.)

Total Points = _________/100


Medieval/Middle Ages
Electronic Poster – power point assignment

Each student will complete one power point slide based on a topic from
the English Middle Ages as discussed in class during this unit of literary
studies.
*An example will be shown and discussed in class.

 A total of three class periods will be allotted for completion of the


research, composition of power point slides, and presentations.
 Slide must contain images and text relative to chosen topic as
well as hyperlinks to websites used.
 You should name your slide using the following format (your first
initial_your last name) Therefore, a slide that Sally Brown creates
would be titled S_Brown.
 Completed slides must be submitted to the student work folder
labeled with your class period on the school’s S: drive no later
than Wednesday, October 15, 2008. (You will be shown how to
do this – don’t worry)
 Presentations of slides will occur in class on Monday, October 20,
2008. Each student will be responsible for a 3-5 minute
presentation of his or her completed slide. As you prepare your
slide, type your name and any presentation notes in the “Notes”
section below the slide. Print this, and use it as your presentation
notes. At the end of your presentation, you will turn this sheet in,
so it is very important to include your name on it.
 Presentation order will be random, so be prepared.

To assist you in your search for electronic sources, you are welcome to
use any of the websites on Mrs. Exley’s list of medieval sources. Visit
her Wiki at:
http://mygreatresources.pbwiki.com

(return to pg. 3)
Langston Hughes:
Harlem Renaissance Poet
(1902-1967)
Langston Hughes, known for his lyric poetry, often wrote
insightful commentaries about African-American culture and
race relations in the United States. In this 1941 poem he makes
a case for the vindication of educator Booker T. Washington
(1856-1915), the former slave and founder of Tuskegee
Institute (1881) and the National Negro Business League
(1900) who was harshly criticized by many people for
emphasizing vocational education as the prerequisite for the
political empowerment of black people. In his poem,Hughes
stresses the fact that Washington wanted to train the head,
the heart, and the hand. He explains the educator's strategy
with the statement,

"Sometimes he had
compromise in his talk--
for a man must crawl
before he can walk
and in Alabama in '85
a joker was lucky
to be alive.

Langston Hughes's first published poem, "The


Negro Speaks of Rivers," appeared in the J une 1921
issue of the NAACP magazine,The Crisis. Since that
time it has been set to music repeatedly by African
American composers seeking a worthy poem for an
extended art song. The best known of these settings
is this one by Chicago composer Margaret Bonds,
published in 1942 by the Handy Brothers Music
Company.

All information and images on this page have been


used with permission from the Library of Congress
website at http://www.loc.gov/

Note: This is an example of an electronic poster for an American literature class.


Students are shown this example so that they can see what their slides should include
(images and text) without using the actual topic they will be researching.
(return to pg. 4)
Reflection

When I first approached the twelfth grade English teacher about the
possibility of planning this lesson, she seemed a bit hesitant. In her defense, I
have to admit that I understood her hesitation, for she and I teach in a setting
where collaboration rarely occurs, and I tended to catch her quite by surprise
when I asked if we could work together to integrate information skills into the
literary unit she was teaching. Nevertheless, she agreed, and we were off to the
Middle Ages!
She and the students had just completed a study of Chaucer’s The
Canterbury Tales and were about to begin a few other short literary pieces from
this time period. It seemed like a perfect time to “jump in” with this technology
lesson. Each student would need a topic of study, and the Medieval/Middle Ages
theme would afford an ample supply of topic choices. To help students with their
selections, they were given a handout of information about life during the middle
ages. The teacher, the students, and myself also discussed possible topic
choices. The students were told that they could choose their own topics, but their
teacher or I must approve these before they began work. One modification that
could have been made here was limiting the number of students who could
choose the same topic; we ended up with several presentations about medieval
castles.
Additionally, many students enjoyed using the resources that I provided
for them on the Wiki. The teacher also took some time to browse through these
sites and said she found these to be valuable sources. However, I did tell the
students that they were not limited to using the sources I had provided. They
were allowed to use their own web sources as long as they were valid and
reliable. It became evident that many of these high school seniors still rely on the
simplest, most easily accessible sites for gathering information. I saw many
projects that contained all images taken from Google images and all information
taken from Wikipedia. If I teach this lesson again, there definitely needs to be
some narrowing of the sources students are allowed to use.
It became obvious as I taught this lesson and watched the students work
that many students still do not seek information beyond their Internet safety
zones. They seem to be comfortably stuck in an “Internet bubble” that includes
sites like Wikipedia, Google, Facebook, Utube, and MySpace. They definitely
need further instruction on how to find and evaluate electronic sources,
especially those required for educational purposes.
Overall, I believe learning did occur on several levels. The students’
knowledge of medieval times and use of technology were expanded. They
definitely learned new ideas about creating power point slides; many of them said
that they rarely create power point projects in their classes. The teacher and I
worked well together and both enjoyed a chance to share instruction and
assessment. She too, said that she picked up some new technological tricks and
plans to use this lesson in future classes.

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