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Information Skill Lesson Plan or Unit Template To reinforce research, writing and summarization skills

TEKS: (6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event. (21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number). (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; (D) edit drafts for grammar, mechanics, and spelling AASL Standards and indicators Standard 1: Inquire, think critically and gain knowledge Indicator 1.14: Find, evaluate, and select appropriate sources to answer questions Locate appropriate nonfiction resources by using the library's classification scheme -Select a variety of credible sources in different formats relevant to research needs Indicator 1.1.7: Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias (Are students actually doing this?) Indicator 1.1.8: Demonstrate mastery of technology tools for accessing information and pursuing inquiry. -Use technology resources, such as online enclyclopedias,online databases, and Web subject directories to locate information -Use a variety of search engines to do advanced searching Indicator 1.1.9: Collaborate with others to broaden and deepen understanding -Encourage team members to share ideas and opinions
 * Academic Standard(s) addressed:** List the standard(s) addressed in this lesson.

Summaries from multiple courses require synthesis. Please consider this AASL indicator: Continue an inquiry-based research process by applying critical-thinking skills (analysis, ** synthesis **, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. (2.1.1)

Your lesson made me reconsider the matrix on my Web site and make a revision. Thank you.

Please find an AASL indicator related to questioning if that is your reading comprehension strategy objective.

**Background Information**: This lesson plan is Day 1 of a two day lesson plan that will introduce William Shakespeare to the students. Day 2 will consist of creating a classroom wiki and posting group summaries on it. This unit is the introduction to further specific studies of Shakespeare's work. Day 1- Teacher will assess student's prior knowledge about William Shakespeare through questioning and then introduce Shakespeare to students in a way so that it is not intimidating. How will you do that? In what way can students find relevance with Shakespeare's work? How has his work permeated popular culture? What movies or novels might they have seen/read that connect with Shakespeare's themes? Relevance is not easy to establish for 21st-century students. You must be clever!
 * Topic:** Who is William Shakespeare?

**Relevance to Student's Lives:** Generations of students continue to gain something from Shakespeare's work. He brought alive shared history and culture the way no other playwright has. His work allows students to build on the past and without any knowledge of history and heritage of what has gone before them, it's hard for them to create today. His work is relevant to student's lives because it helps students think logically (cause and effect factor). There are enormous changes in the lives of students and Shakespeare's style of literature helps prepare them and help them to be able to assimilate these changes. In other words, he assist students in extending their horizons. Yes, and please consider my comments above. Questioning strategies will help students approach new subjects of interest and make sure that they comprehend the materials they read. - Yes! Establishing relevance to the process is important. Is questioning your reading comprehension strategy? I thought it was synthesis.

IMPORTANT: You must align your objectives, tasks, and assessments. You will need to change your AASL indicator to reflect questioning as well as summarizing if you keep questioning as an objective. Goal(s): To use Questioning strategies to comprehend biographical material on William Shakepeare and compose a summary from the information learned. Students will be able to find information in resources and keep a bibliographic record. Students will be able to use questioning strategies to complete a graphic organizer Students will use the writing process to compose a paragraph from their graphic organizers http://www.commoncraft.com/video-wikis-plain-english (for Day 2) http://www.wikispaces.com/ (for Day 2) http://absoluteshakespeare.com/index.htm http://internetshakespeare.uvic.ca/Library/SLT/life/lifesubj.html http://www.bardweb.net/man.html []) [] ( Murie l) [|http://shakespeare.org.uk] ( Murie l) Print biographies and collective biographies found in library Teacher librarian can instruct students to save other research information as needed and send to their personal email accounts in order for them to finish as homework.
 * Specific Learning Objectives:** List 2 or 3 specific learning objectives for this unit.
 * Resources:** http://www.easybib.com/

Excellent resources and appropriate instruction - woe be to the school district that does not allow students to access their email!

Yes, this matrix gives students ownership/responsibility for posing questions. It will be important to give them an example of what an exemplary and a less-than exemplary completed graphic organizer looks like.
 * Graphic Organizer ** : Questioning Matrix

Hurray for integrating an information-seeking process into this lesson. A few pre selected internet sources and use prior knowledge of organization of books and special sections in the library about William Shakespeare || Sharing of summaries with group members and use of discussion component ||
 * Information Skill Integration :** Indicate generally what this unit should address regarding information skills including any pre-requisite skills the students should have before undertaking this lesson. Check the Information skills that are addressed in the left column below.
 * Information Skill Addressed || How will it be addressed? ||
 * What is the Question? || Who was William Shakespeare? ||
 * What Resources Should I Use? || Possible resources have already been chosen and made available
 * How Do I Find the Information? || Students will search sites to find information about life/works of William Shakespeare ||
 * How Do I Collect the Information? || Students will have previously decided as a group what aspects of Shakespeare's life they want to cover and research that information ||
 * How Do I Determine What to Use? || Select information that can be useful and answers topic question ||
 * How Do I Share What I Learned? || Through completed graphic organizer, summary, and works cited
 * How Do I Evaluate My Work? || self-assessment rubric ||

Rubric
 * Assessment:** How will you assess student achievement of the standard? How will you assess student information skills (process)? What worked well and what needs improvement about the lesson itself? We will assess student achievement of the standard by their finished summaries. We will assess student information skills by their completed graphic organizers (questioning matrix) and their Works Cited page. Students will self assess with a rubric. Teachers will use the same rubric to grade the work. It is indicative on the rubric what each educator is responsible for assessing.

Your rubric may be effective; it incorporates all aspects of the lesson/unit. Sometimes it is best to create rubrics for each part or for major parts of the project. Please consider clarifying the content of the graphic organizer. Since questioning is one of your main objectives, this should be spelled out clearly. (Although I hate to do it, sometimes you need to tell students a number range of questions they must pose.)


 * Classroom Teacher’s Role:** The classroom teacher will prepare the graphic organizers, will introduce the lesson and the relevance of it, will jointly model the organizer and group work with the teacher-librarian on the overhead, and will monitor the student's research. The classroom teacher will also be responsible for grading the completed organizers and the contents of the summaries.

Hmmmm... Why can't the teacher-librarian assess the completed graphic organizers? Until school librarians participate in assessment (evidence-based practice – described by Ross Todd and others), many classroom teachers and administrators will not see us as equal instructional partners. We must begin to take more responsibility for assessing students’ work and analyzing the results – at least for the parts of the lesson for which we take a primary responsibility for teaching.

The teacher-librarian will collaborate with the classroom teacher regarding which resources are required ahead of time ahead of time (web site suggestions, non-fiction and reference books, etc). The teacher- librarian will also provide a brief orientation and teach databases briefly and show students how to search for and book mark internet sites. Day 2: Students will post summaries, edit and use discussion feature with group members on wikis Day 1: Location: Library Don't forget your hook - the motivation for this lesson needs to be relevant to students' lives. Classroom teacher introduces the lesson and assignment and passes out graphic organizers Teacher-librarian and classroom teacher jointly model the graphic organizer by generating questions with the class in the "before" column Teacher librarian explains the resources provided and quickly demonstrates easybib.com by way of a projector Both classroom teacher and librarian will monitor research, group work, and use of easybib. Students will be instructed to get together as a group and compose summaries for homework **Technology Integration:** Technology used in this lesson: overhead projector (for the modeling of the graphic organizer) An Infocus machine attached to a laptop could be used also to introduce wiki document reader (for the display of easybib.com) Internet web resources for research Note-Day 2 of this lesson would have been the more technological part of this unit in that it was centered around posting the summaries on a class wiki. Teacher-librarian seats all students at computer and provides brief introduction for use of joining, creating, and navigating a wiki - Good
 * Teacher-Librarian’s Role:**
 * Students’ Role:** The students will listen attentively to introduction and modeling. ;-) They will work independently in groups to complete the organizer using the resources provided. They will define responsibilities within their group. They will take the initiative to meet with their group on their own time and compose the summary for homework.
 * Lesson Details** :

As a followup this lesson could be extended to provide students an opportunity to create a video on Animoto using the summaries that they wrote. Wordle could also be introduced and they could put key words about the conflicts involved in Shakespeare's work. Class wiki made in the Day 2 lesson is meant to be a communication tool for all further study on Shakespeare's works and other assignments as well.
 * Additional Notes:** This might be the place to describe alternative resources or strategies that you would like to try the next time a similar project is undertaken or note particular conditions that made this successful or, conversely, troublesome.

Excellent extensions that will engage students' interest and thinking

Created by Nancy Miller & Connie Champlin, library media consultants - Thank you for your ethical use of information.