Ouzts Informational Literacy Lesson Plans -1-3

8/9/2019 Ouzts Informational Literacy Lesson Plans -1-3

1/7

Action Example Template

GRADE: Third GradeTEACHER(S): Kellie Ouzts SLMS

Shannon Liptak Classroom

teacer

CONTENT TOPIC: Susan B. Anthony/Boolean Searches

STANDARDS FOR THE 21ST-CENTURY LEARNERGOALSStandard: 1 Inquire, think critically, and gain knowledge.

Skills Indicator(s):

1.1.4 *Find, evaluate, and select appropriate sources

to answer questions.

1.4.3 Monitor and gather information, and assess for gaps orweaknesses.

Benchmark(s):

1.1.4 *Understand the basic organizational structure of books.

*Distinguish between fiction and nonfiction books.

*Understand that the library has an organizational scheme.

*Select and use appropriate sources, including picture

dictionaries, beginning encyclopedias, magazines, maps, and

globes to answer questions.

Dispositions Indicator(s):

1.2.6 *Display persistence by continuing to pursue information to

gain a broad perspective.

Responsibilities Indicator(s):

2.3.1 Connect understanding to the real world.

Self-Assessment Strategies Indicator(s):

2.4.3 * Recognize new knowledge and understanding


2/7

CONNECTION TO LOCAL OR STATE STANDARDS(List here relevant content, information literacy, and technology standards)

Georgia Standards for Third Grade:

Social StudiesSS3H2 The student will discuss the lives of Americans who expanded peoplesrights and freedoms in a democracy.

a.Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony(womens rights), Mary McLeod Bethune (education), Franklin D. Roosevelt

(New Deal and World War II), Eleanor Roosevelt (United Nations and humanrights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and

voting rights), and Csar Chvez (workers rights).b.Explain social barriers, restrictions, and obstacles that these historical figures had

to overcome and describe how they overcame them.

English Language ArtsELA3W2The student writes in a variety of genres, including narrative,informational, persuasive, and response to literature.The student produces informational writing (e.g., procedures, report,

correspondence)that:a.Captures a readers interest by setting a purpose and developing a point of view.

b.Sustains a focused topic.c.Includes the appropriate purpose, expectations, and length for the audience and the

genre.

d.Includes relevant examples, facts, anecdotes, and details.e.Uses organizational structures for conveying information (chronological order, causeand effect, similarities and differences, questions and answers).

f.Uses a variety of resources (encyclopedia, Internet, books) to research and shareinformation on a topic.

g.Provides a sense of closure.h.May include prewriting.

i.May include a draft that is revised and edited.j.May be published.

OVERVIEW: Our third graders must produce an informational paper

on Susan B. Anthony. Our text books do not offer enough informationfor the students to produce a paper that would score obtain the highest

score of three. After students complete their final drafts, they are

scored, and turned in to the Instructional Coach for further evaluation

(along with a spread sheet of the classes previous writing scores) Miss

Liptak expressed concern that the students needed more information on

Susan B. Anthony. She asked if I could teach her students how to


3/7

conduct an Internet search. I asked if she would like for me to

specifically teach key word search or a Boolean search. I explained that

Boolean searches return a markedly less amount of materials to wade

through, but that the basic keyword search probably should be taught

first. We agreed on the basic keyword search lesson. We decided that

she would do her full Susan B Anthony lessons the following Monday

and Tuesday. I would conduct my lessons on Wednesdayand Thursday

during my specials.

FINAL PRODUCT: The students will write and informational paper on

Susan B. Anthony including any relevant information gained from

conducting a keyword search on Yahoo!Kids.

LIBRARY LESSON(S):

Students work with LMS to learn how to keyword search. Day oneconsist of an introductory lesson. Day two the students search, analyze

and print resources for their Susan B. Anthony paper.

ASSESSMENT

Product and Process- Have students read their article and highlightfacts to correlate to same color brace map heading.

ex: Heading Childhood (highlight in pink) fact: raised in a

Quaker household( highlight in pink)

Heading Sufferage (highlight in green)

Met Elizabeth Cady Stanton (highlight in green) etc

Teacher will visually assess each students article to see if all nine

facts(three for each topic) are highlighted.

Self-Questioning:

-Does my source have all the information I need to complete my

paper?

Research and Information Fluency: Grades 2-3INSTRUCTIONAL PLANResources students will use:Web sites: Yahoo! Kids

Books: Third Grade Textbook

Chart paper

Yellow, pink, and green highlighters one of each color for each student


4/7

PDF documents printed for each student

Printer paper for article printing

Chart paper

Internet access

INSTRUCTIONAL ACTIVITIESoDirect instruction:

oModeling and guided practice:

oIndependent practice:

oSharing and reflecting:

Using Keywords

Download Student Sheet(s) for printout in PDF format.

Overview

Keyword searching is an effective way to locate information on the

World Wide Web. Students learn how to select keywords to produce the

best search results.

Objectives

* Describe the function of keywords and keyword searches

* Follow a step-by-step procedure for selecting suitable keywords

Home Connection

Download the Home Connection sheet related to this lesson.

Site Preview

* Yahoo! Kids

Materials

* Activity sheets (2)

* Chalkboard or chart paper

* Online computer access


5/7

DIRECT INSTRUCTION

Introduce (offline)

* Explain to students that they can find answers to all kinds of

questions on the World Wide Web.

* Ask: What would you like to know about pets? Record questions on

the board or chart paper.

Teach 1 (offline)

* Distribute the activity sheets.

* Read "Learn About It" with students, allowing them to share their

knowledge of and experiences with guinea pigs.

* Explain that a keyword is used to find relevant Web sites and pages.Optional: Have students analyze this compound word. Explain that

"key" has more than one meaning; here it means "important."

MODELING

Teach 2 (offline)

* Help students complete "Try It Yourself." Make sure that students'

sentences and questions are reasonable. (For example: Do guinea pigs

make good pets?)

* To ensure successful search results, guide students to include

"guinea," "pig," and "pet" among their keywords.

INDEPENDENT PRACTICE

Teach 3 (online)

* Have students follow the directions on Activity Sheet 2 to go to

www.becybersmart.org/students, click on the blue square, and locate

the links for this lesson. You can go to the same page as the students by

clicking Student Links in the left navigation of this page.* After students complete their last step, review the printouts of their

search results to determine if they entered their keywords correctly and

obtained reasonable results.

* Help students link to sites likely to answer their questions. Students

will enjoy looking at the photos and reading about the advantages of

guinea pigs as pets.


6/7

* Ask: What do you have to remember when you use keywords? (how

to write questions, to check what kinds of words are important, and

checking spelling)

Materials: Chart Paper, Brace Maps, printer paper, pink highlighters,

yellow highlighters, green highlighters. One of each color for each

student.

Lesson 2

DIRECT INSTRUCTION

* Have students apply their keyword skills to search for facts related

to Susan B Anthony on Yahoo! Kids. Review previous days lesson

and guinea pig keywords and what keywords worked best.*Students will bring their brace maps with them with the headings

filled in. They will search for supporting details during this lesson.

MODELING AND GUIDED PRACTICE

*Discuss Susan B. Athony and draw brace map on large chart paper,

leaving blank lines for details. Ask students what types of items

might go in the blanks. Brainstorm keywords that might be used

for their searches and write on chart paper. Place on board for

students to use as a resource.

INDEPENDENT PRACTICE

* Have students log on to Yahoo!Kids and begin their search.

* Monitor students have students print out one resource that has good

information.

SHARING AND REFLECTING;

I truly enjoyed our lessons. The worksheet for day one was a fabulous.

The steps on the sheet led the students with step by step instructions.

Forthe Susan Anthony we went directly to Yahookids and started oursearch there.

Activity taken and modified from:

http://cybersmartcurriculum.org/assets/files/activitysheets/2-

3/Using_Keywords.pdf


7/7

Documents

Ouzts Informational Literacy Lesson Plans -1-3