View
220
Download
0
Category
Preview:
Citation preview
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 1/21
Stallings 1
Information Literacy Lesson Plan
Adrien Stallings
Georgia Southern University/ Go ViewFRIT 7136
Spring 2013
Dr. Repman
Pathfinder: http://adrienstallings.yolasite.com/german-pathfinder.php
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 2/21
Stallings 2
Information Literacy Lesson Plan
Grade: 10, 11, 12 SLMS: Adrien Stallings Teacher: Elise Cona
Content Topic: German II and German III
Other important links:Storyboard (http://adrienstallings.yolasite.com/resources/storyboard_template.pdf )
Movie Maker Tutorial
(http://adrienstallings.yolasite.com/resources/moviemaker_tutorial.pdf..pdf )
Standards for the 21st Century Learner Goals
Standard(s):
1. Inquire, think critically, and gain knowledge.
2. Draw Conclusions, make informed decisions, supply knowledge to new situations, and
create new knowledge.
3. Share knowledge and participate ethically and productively as members of ourdemocratic society.
Benchmark(s):
1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual,
media, digital) in order to make inferences and gather meaning.
2.1.5: Collaborate with others to exchange ideas, develop new understandings, make
decisions, and solve problems.
3.1.3: Use writing and speaking skills to communicate new understandings effectively.
3.1.4: Use technology and other information tools to organize and display knowledge and
understanding in ways that others can view, use, and assess.4.1.8: Use creative and artistic formats to express personal learning.
Dispositions Indicator(s):
● Listen respectfully and objectively; offer constructive feedback.
● Contribute opinions, ideas, and questions in a responsible manner.
● Take on different roles and tasks willingly within the group to accomplish shared
ends.
● Help to leverage strengths of others to accomplish a common goal.
Responsibilities Indicator(s):
● Contribute opinions and supporting evidence to group deliberations.
● Listen to opinions and evidence of others.
● Ask and respond to questions in group exchanges of ideas.
● Ask leading questions that draw out interests and experiences of others.
● Engage others in discussions and debates around important issues
Self-Assessment Strategies Indicator(s):
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 3/21
Stallings 3
● Assess the quality and effectiveness of the learning product.
● Assess own ability to work with others in a group.
● Recognize the limits of your own personal knowledge.
Connection to Local or State Standards
MLII.INT1 The students understand spoken and written language on new and familiartopics presented through a variety of media in the target language, including authentic
materials. The students:
A. Identify main ideas and essential details when reading and listening.
B. Interpret culturally authentic materials and information.
C. Comprehend and follow oral and written instructions.
D. Demonstrate Novice-Mid to Novice-High proficiency in listening and reading
comprehension.
MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and
written messages in the target language. The students:A. Differentiate among increasingly complex statements, questions, and exclamations.
B. Interpret basic gestures, body language, and intonation that clarify a message.
MLII.P1 The students present information orally and in writing using familiar and
newly-acquired vocabulary, phrases, and patterns. The students:
A. Relate main ideas and essential details from level-appropriate print or non- print
material.
B. Give brief, organized oral presentations, using visual and technological support as
appropriate.
C. Write short, organized compositions, using visual and technologicalsupport as appropriate.
D. Demonstrate Novice-Mid to Novice-High proficiency in oral and written
presentations with respect to proper pronunciation, intonation, and writing mechanics.
MLII.P2 The students present rehearsed and unrehearsed material in the target language,
such as skits, poems, short narratives, and songs. The students:
A. Demonstrate Novice-Mid to Novice-High proficiency in pronunciation and
intonation when presenting material.
B. Demonstrate comprehension of material.
Common Core Standards:
CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United States, drawing on a wide reading
of world literature.
CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 4/21
Stallings 4
CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish,
and update individual or shared writing products in response to ongoing feedback,
including new arguments or information.
CCSS.ELA-Literacy.W.11-12.3a Engage and orient the reader by setting out a problem,
situation, or observation and its significance, establishing one or multiple point(s) of view,
and introducing a narrator and/or characters; create a smooth progression of experiences
or events.
Overview:
Ms. Cona’s German II and German III students are learning about fairy tales and the
simple past. Their assignment requires them to work in small groups to re-write one of
Grimm’s fairy tales in the German language. This project will require them to work in
teams, plan and effectively communicate to develop a storyline, and use technology to
illustrate as well as practice their spoken language.
Final Product:
Students will create a video using Windows Movie Maker and Audacity software programs
to tell their modern fairy tales.
Library Lesson(s):
The Media Specialist portion of this lesson takes place over two class periods. One period
devoted to students selecting a fairy tale, brainstorming their modern spin on the events,
and a demonstration of blocking a storyboard for those who are ready to move on.
Storyboard blocking demonstrations will also be used by the classroom instructor. The
second day of instruction (not back to back) is for teaching students how to use the
software programs to create movies and audio files.
Assessment:
● Product- Videos are assessed by both the school library media specialist and the
classroom teacher. The SLMS is evaluating for use of images, transitions, andevidence of cooperative planning. The classroom teacher is primarily evaluating
grammar and pronunciation.
● Process- There are several checkpoints spread throughout the project to allow for
observation of collaboration, as well as observation and assistance with new
technology.
● Student self-questioning-
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 5/21
Stallings 5
○ Did I complete the Marchen proposal with my partner?
○ Did I participate and contribute to the group planning discussions?
○ Did I offer constructive criticism to the proposals/ drafts I reviewed for other
groups?
○ Did I seek help from peers and instructors when needed throughout the
process?
Instructional Plan
● Resources students will use:
○ Websites--Documents and files were originally hosted on the classroom
teacher’s website to make it easier for other class periods to access the
information; however they have since been moved to the pathfinder site.
○ Software: Windows Movie Maker, Audacity
○ Other: student notebooks,
● Instruction/ Activities:Day One (Extended class period- Hybrid Day- 90 minutes)
○ Direct Instruction: Students are brought into the media center by their
classroom instructor and asked to sit at the tables (rather than computers).
While students are at the tables the two instructors discuss characteristics of
a fairy tale with the students. Students are asked to share titles of any fairy
tales they remember as a child. The media specialist then explains to the
class that they will be putting a modern spin on one of Grimm’s fairy tales
and discusses the timeline created with Ms. Cona.
○ Modeling & Guided Practice: The German instructor announces the groups
and tells students to login on computers and direct their attention to theprojector screen in the media center. On the screen is the website they will
use for the project to read Grimm’s fairy tales, access planning sheets, peer
review forms, and rubrics. Students are then given time to review and discuss
fairy tales in order to select one for their project. After twenty minutes the
German instructor selects one story for the class to read (different story
each period) and then both instructors ask the class for suggestions on how
to modify that story through a series of questions. As students offer
suggestions (“tell story from “a’s” point of view,” “don’t let him rescue the
girl,” etc.) these suggestions are typed on the projector screen for all to see.
Next students are asked to help fill out the storyboard for our new story.
○ Independent Practice: Students review of stories and exploration of sites/
links vital to this assessment. Some will also begin filling out their proposal
document and perhaps a storyboard; however, additional class time is given
throughout the week to further develop proposals and storyboards.
○ Sharing & Reflecting: Students share during the initial class discussion on
fairy tales and during the class discussion on how to modify a story.
Students will also have the opportunity to share with instructors as we walk
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 6/21
Stallings 6
around the media center to check the process and progress of groups.
Day Two
○ Direct Instruction: In the media center groups are directed back to the site
for their project. Here they will look at the links for images and each
student will quickly download 10-15 images over any topic they choose inorder to create a sample movie maker project following the instructions of
the media specialist. Once this portion of large group instruction is
complete, one person from each group is taken to the conference room
where laptops and microphones are set up to teach students how to use
audacity to record their audio files.
○ Modeling & Guided Practice: Students are guided step-by step on how to
create a movie using Windows Movie Maker through handouts and
instruction modeled by the Media Specialist on the large screen. In training
students on the use of audacity, they are given a sample passage to read and
record in English. This file is saved in a format to allow editing and alsofinalized. A sample movie maker project is then create by the students using
stock images already on their computer (3-4 images) and their audio files
are uploaded and further manipulated.
○ Independent Practice: Individual students practice creating their sample
movies, familiarizing themselves with the software, transitions, text, saving
process, etc. While students are receiving small group instruction in the
conference room, their other group members are busy working on their
storyboards or downloading images for their video under the supervision of
their classroom instructor. Those students receiving students receiving
instruction on the use of Audacity are dismissed to return to their groupsand teach these skills to their group members when they are ready to record
their audio files.
○ Sharing & Reflecting: As instructors come around to each group, groups
will have the opportunity to reflect on what they have done correctly, where
they need assistance, and evaluate where they are in the process of
completing the assignment on time.
Note: Students had more than two days to complete this project; however, I was only able
to commit two days of my planning period for direct instruction.
Pathfinder: http://adrienstallings.yolasite.com/german-pathfinder.php
Reflection of Lesson and Collaboration:
Collaboration was quite easy on this task as Ms. Cona and I have worked together before
and often brainstorm ideas together. The most challenging part about the collaboration
was finding time to meet with each other, time in the media center, and time for me to
provide direct instruction to the class as well as individual instruction to Ms. Cona.
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 7/21
Stallings 7
Teaching two Advanced Placement courses this year I could not afford to miss
instructional time in my own class, so we decided that her first period class would work
best because that period was also my planning period. Our meetings for collaboration
were often over lunch or after school. Having several of her German II and German III
students in my classes as well helped to put the students at ease with my instruction and
gave them the opportunity to approach me for help or quick questions as well.
We learned that students didn’t need quite as much computer time as we scheduled so we
could comfortably cut two days of lab time off of the plan next year, this would encourage
more productivity in the time that we are scheduled for computers. Students did a great
job of helping each other with translations because of the peer evaluation sheets. They
naturally encouraged each other to be creative and push their stories to some rather
creative endings and seemed to enjoy the spirit of creative “competition”.
90% of students scored an 85 or higher on this assignment. The remaining 10% lost
points for multiple reasons, including but not limited to: volume, pronunciation, use of graphics not relevant to story.
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 8/21
Stallings 8
Name:
Datum:
Stunde:
Märchen Proposal
Directions: This assignment is designed to help you brainstorm the story
that you will be writing (auf Deutsch of course!) as your final assessment
for this unit on fairy tales. Remember: you can either write your own fairy
tale from scratch OR you can write a “twisted” fairy tale in which you take
an existing fairy tale and change it up. This means you can change the
ending, you can write it from a different character’s perspective, or you
can “update” it as a modern 2013 fairy tale, and so on.
*Feel free to use this brainstorming time to research existing fairy tales
that you may want to twist! Below are two links to the entire collection of
Grimm’s Fairy Tales:
http://www.cs.cmu.edu/~spok/grimmtmp/
http://www.nationalgeographic.com/grimm/index2.html
This proposal is to be done IN ENGLISH. It is just to help you brainstorm
and get started so that when it’s time to write your fairy tale auf Deutsch,
you already have ideas in your head.
Type your responses to each question below. Feel free to also include anyadditional information that is relevant to your story. When you’re done,
save this document, print out two copies (one for you and one for Ms.
Cona), and turn in one copy.
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 9/21
Stallings 9
Mein Märchen
What is the title of your story?
Is your story a “twisted” fairy tale? If so, what original story are you
twisting? In what way are you twisting the story?
Who is your main character? Describe this character.
Who else will be in your story? Give names & descriptions of other
characters.
What are the settings for your story? à Where will it start, where will most
of the plot take place, where will it end, etc?
What will happen in your story? à Just give a brief description of the basic
plot and events that will take place. No need for details here…save that
for the real story!
How will your story end?
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 10/21
Stallings 10
What is the moral of your story? Remember, fairy tales have a moral!
Name:____________________________________ Datum:_______________________ Stunde:___________
Deutsch II/III
Märchen Peer Editing Worksheet
Editor’s Name: ____________________________________________________________________
Name of Author You’re Editing:_________________________________________________
Directions: Read a classmate’s rough draft of his/her first 100 words. As you read,make any corrections to their rough draft as needed (corrections may be in
spelling, grammar, capitalization, punctuation, etc.) In addition to making
corrections on the rough draft, answer the following questions (in English)
regarding the first 100 words of your classmate’s fairy tale.
1. Is there a title? If so, what is it? Is it simply “Märchen” or is it more descriptive
and creative?
2. Is the rough draft at least 100 words? How many words are there exactly?
3. Describe the opening to the fairy tale. Is there a good-set up, or does the story
simply start? Good introductions to fairy tales usually begin with something like “Eswar einmal ein Mädchen ...” or “Es gab einen Bauer ...” . If the story simply starts out
“Rotkäppchen ging zu ihrer Großmutter,” then some basic explanatory information is
missing.
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 11/21
Stallings 11
4. Does the first sentence (or two) clue you in to the fact that this is a fairy tale? For
example: does it mention specific fairy-tale characters (Prinz, König, Frosch) or
settings (Schloss, Hütte)? Does something else indicate that we’re dealing with a
traditional or folk-based story? If the story is a retelling from a different
perspective, what is the new perspective and is this perspective made clear?
5. Is it written in the simple past tense (e.g. kam, ging, war )? How many different
verbs are used in this first 100 words?
6. Are there any sections/sentences that simply aren’t clear? If so, put a wavy lineunder them. Does it seem to you that the problem is due to vocabulary (either
mis-chosen words or words that you don’t recognize), or to grammar/structural
problems, or is it simply incomprehensible?
7. Does the story progress logically? Obviously, fairy-tales have fantastic elements to
them, but they usually follow a certain logical progression. Does this story have any
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 12/21
Stallings 12
large time gaps that need filling in, or chronological jumps that might cause
confusion? Do the actions of the characters seem reasonable? Does the action seem
motivated by the story, or does it feel forced by the author?
8. In retrospect, does the title (if there is one) match the actual story? Would you
suggest any changes to the title? If there is no title, what title would you suggest?
Just give a brief description of the basic plot and events that will take
place. No need for details here…save that for the real story!
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 13/21
Stallings 13
Name:____________________________________ Datum:_______________________ Stunde:___________
Deutsch II/III
Märchen Peer Editing Worksheet
Name of Author You’re Editing:_________________________________________________
Directions: Read a classmate’s rough draft of his/her complete Märchen. As you
read, make any corrections to their rough draft as needed (corrections may be in
spelling, grammar, capitalization, punctuation, etc.) In addition to making
corrections on the rough draft, answer the following questions regarding your
classmate’s fairy tale.
1. How many words are in the second 100 words? How many words are there now
in the total fairy tale?
2. What is the title of your classmate’s fairy tale? If there isn’t one, write at least 3
suggestions for titles AUF DEUTSCH.
3. Fairy tales always have a moral by the end of the story. What is the moral of your
classmate’s fairy tale? If a moral is not evident, write some suggestions (in English)
of morals he/she could incorporate into the story.
4. How many different verbs are used in the second 100 words? How many different
verbs are used throughout the entire fairy tale?
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 14/21
Stallings 14
5. How many different adjectives are used in the second 100 words? How many
different adjectives are used throughout the entire fairy tale?
6. On the backside of this sheet, write at least three suggestions for your classmate
on how he/she could improve his/her fairy tale. Suggestions may be in English.
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 15/21
Stallings 15
Name___________________________________________ Datum______________________ Stunde________
Deutsch II/III
Märchen Projekt Rubric
Directions: You will write an original fairy tale or “twist” an existing fairy tale.
Your fairy tale must be written in the simple past tense and it must be at least 200
words. Your project is divided into several sections and will be worth a total of two
test grades and several daily grades…so please take this project seriously!
Phase 1: Rough Drafts and Peer Editing
TIMELINE
· Rough draft of first 100 words (auf Deutsch!) = due at the beginning of class
Wednesday, March 6th (1st period) & Thursday, March 7th (4th & 6th periods)
· First session of peer editing and reviewing = during class on Wednesday, March
6th (1st period) & Thursday, March 7th (4th & 6th periods)
· Rough draft of second 100 words (auf Deutsch!) = due at the beginning of class
Wednesday, March 13th (1st period) & Thursday, March 14th (4th & 6th periods)
· Second session of peer editing and reviewing = during class on Wednesday,
March 13th (1st period) & Thursday, March 14th (4th & 6th periods)
Rubric for Phase 1
Requirement Points Possible Points Earned Comments
1st Rough Draft
- auf Deutsch
- at least 100
words
- attempted to
50
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 16/21
Stallings 16
include a variety of
verbs
- attempted to
include adjectives
Peer Editing
Round 1
- Peer review/edit
the first rough
drafts of 2 different
students
- Complete
accompanying peer
review forms
accordingly
50
(25 each)
2nd Rough Draft
- auf Deutsch
- at least 100 words
- attempted to
include a variety of
verbs
- attempted to
include adjectives
50
Peer Editing
Round 2
- Peer review/edit the second rough
drafts of 2 different
students
- Complete
accompanying peer
50(25 each)
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 17/21
Stallings 17
review forms
accordingly
Total PointsPossible
200
(Daily Pts.)
Phase 2: Final Copy of Märchen
TIMELINE
· I will not collect this until the final due date for the entire project, Tuesday, April
2nd
to be exact.
· HOWEVER, you should probably have your final copy ready to go on Tuesday,
March 19th because that’s our first day in the computer lab to work on movies.
Rubric for Phase 2 (Written Story)
Requirement Points Possible Points Earned Comments
Length
- Final Story is at
least 200 words
long
20
Title
- Story has a
creative title
5
Grammar
- Story is written in
the simple past
tense 40
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 18/21
Stallings 18
- All sentences are
grammatically
correct
- Proper spelling is
used
- Proper
capitalization and
punctuation is used
Verbs
- At least 20
different verbs are
used
- Verbs are in the
simple past tense
20
Adjectives
- At least 15
different adjectives
are used before
nouns
- Adjectives have
accurate endings
15
Mechanics
- Final story is
typed
- Story is
double-spaced
- Final word count is included at the
bottom of your
story
- Name, date, and
class period are in
20
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 19/21
Stallings 19
the top left-hand
corner of your
story
Total Points
Possible
120
(Test Pts.)
Phase 3: Märchen Movie
TIMELINE:· Due Date for Final Movie = Tuesday, April 2, 2013
· You will have almost 2 full weeks in the media center and/or computer lab to
work on your movie
·
Rubric for Phase 3 (Märchen Movie)
Requirement Points Possible Points Earned Comments
Title Page
- Movie has a title
page that clearly
displays the title of
your story
- Includes a picture
- Includes theauthor’s name
(YOU!)
10
Story Pages
- Movie has at least
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 20/21
Stallings 20
20 different story
pages
- Each page has its
own picture
20
Story Text
- Each of your
pages includes the
text of the
corresponding part
of the story
20
Audio
- Audio recordingof each page’s text
is included with
that page
- Audio is clear and
audible
- Audio plays
seamlessly with
movie
- Audio MUST be
recorded by YOU!
20
Pronunciation
- German
pronunciation is
accurate
- Speech is fluid and
not choppy
20
Overall
Presentation
- Overall project
displays effort and 10
8/13/2019 Stallings Information Literacy Lesson Plan
http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 21/21
Stallings 21
creativity
- Project clearly
demonstrates the
time that you put
into it
- Used all available
class time to make
an exemplary
product
Total Points
Possible
100
(Test Pts.)
Extra credit will be awarded for:
· Going well beyond the 200 word minimum for your story
· Including a background audio/music track to your spoken text
· Including sound effects throughout your movie that coincide with your story
· Going above and beyond expectations in general
Recommended