Information Literacy Lesson

GRADE: 7 TEACHER(S): Matt Earl, Amalia Selle

CONTENT TOPIC: Asian Religions
STANDARDS FOR THE 21st-CENTURY LEARNER GOALS
Standard:
SS7G12 The student will analyze the diverse cultures of the people who live in
Southern and Eastern Asia.
ELA7W3. The student uses research and technology to support writing; the student
a. Identifies topics; asks and evaluates questions; and develops ideas leading to
inquiry, investigation, and research.
b. Gives credit for both quoted and paraphrased information in a bibliography by using
a consistent and sanctioned format and methodology for citations.
c. Includes researched information in different types of products (e.g. compositions,
multimedia presentations, graphic organizers, projects, etc.)
d. Documents sources.

Skills Indicator(s):
ISTE-NETS: Grades 6–8 (Ages 11–14)
Evaluate digital resources to determine the credibility of the author and publisher and
the timeliness and accuracy of the content. (3)
Select and use the appropriate tools and digital resources to accomplish a variety of
tasks and to solve problems. (3,4,6)

Self-Assessment Strategies Indicator(s): Rubric

OVERVIEW:

FINAL PRODUCT: 5 Paragraph Research Paper with works cited page

LIBRARY LESSON(S) ASSESSMENT:

• Process/Product: Rubric
• Student self-questioning: Process of inquiry gives direction to research, Self-
reflection is used for self-evaluation

INSTRUCTIONAL PLAN
• Resources students will use:
https://mattearlswiki.wikispaces.com/Information+Literacy
https://mattearlswiki.wikispaces.com/Pathfinder
https://mattearlswiki.wikispaces.com/Mine+or+Yours%3F

• Instruction/activities
o Direct instruction: The direct instruction would first involve guiding students through
the pathfinder on information literacy, using the wiki. Student would then be involved in
conducting preliminary research to decide on their research topic. Their topic could be
something of particular interest dealing with Asian religions, or with a controversial and
timely issue of Asian religion, such as the treatment of women in some Muslim
countries, or how Japanese integrate both Buddhism and Shintoism into everyday life.
Students will then be given some direct instruction on how to write a good introduction
with a hook and overview of the paper. Students are familiarized with the difference
between expository writing compared to a thesis driven piece. This project is an
expository piece. The last bit of direct instruction is on citation and again the wiki is
used to facilitate instruction.
o Modeling and guided practice: Students are shown examples throughout,
including from a sample piece of writing and when students demonstrate sound
research and writing skills, this is used an example for the rest of the group as they are
working on that particular research skill. This is also a huge confidence boost for the
student whose work is used as an example. The tutorial and wiki allow students to take
a personalized approach to their learning, which makes it relevant to their personal
needs and interests, while giving them a degree of ownership.
o Independent practice: Research, rough draft, peer review, and self-guided use of
tutorial and wiki.
o Sharing and reflecting: Peer editing and conferencing. Students have an
opportunity to read their papers to the rest of the group. Students complete the
following self-reflection:
• Which resources were most helpful and which were the most scholarly?
• How did you know when you found what you were looking for?
• Why is it important to be able to recognize resources that are credible vs. those that
are not?
• If you were to give advice to a student participating in the same project in the future,
what advice would you give?
• What did you learn about the religion(s) of Asia?

Research Report: Asian Religions

Student Name:
________________________________________

CATEGORY 4 3 2 1
Quality of Information clearly Information clearly Information clearly Information has
Information relates to the main relates to the main relates to the main little or nothing to
topic. It includes topic. It provides 1- topic. No details do with the main
several supporting 2 supporting details and/or examples topic.
details and/or and/or examples. are given.
examples.
Sources All sources All sources All sources Some sources are
(information and (information and (information and not accurately
graphics) are graphics) are graphics) are documented.
accurately accurately accurately
documented in the documented, but a documented, but
desired format. few are not in the many are not in the
desired format. desired format.
Organization Information is very Information is Information is The information
organized with organized with organized, but appears to be
well-constructed well-constructed paragraphs are not disorganized. 8)
paragraphs and paragraphs. well-constructed.
subheadings.
Internet Use Successfully uses Usually able to use Occasionally able Needs assistance or
suggested internet suggested internet to use suggested supervision to use
links to find links to find internet links to suggested internet
information and information and find information links and/or to
navigates within navigates within and navigates navigate within
these sites easily these sites easily within these sites these sites.
without assistance. without assistance. easily without
assistance.
Mechanics No grammatical, Almost no A few grammatical Many grammatical,
spelling or grammatical, spelling, or spelling, or
punctuation errors. spelling or punctuation errors. punctuation errors.
punctuation errors
First Draft Detailed draft is Draft includes all Draft includes most Draft is missing
neatly presented required required required
and includes all information and is information and is information and is
required legible. legible. difficult to read.
information.
Notes Notes are recorded Notes are recorded Notes are recorded. Notes are recorded
and organized in an legibly and are only with
extremely neat and somewhat peer/teacher
orderly fashion. organized. assistance and
reminders.