Laurie HedlundLIS 725 June 19, 2013UbD Lesson PlanDominican UniversityGraduate School of Library and Information Science

LIS 725 Collaborative Interdisciplinary Unit

Due June 19, 2013

OVERVIEW: Information and technology skills are most meaningful when learned in context, especially when learning addresses a real-life need or problem. For example, the Illinois State Board of Education (Public Act 095-0869) has mandated that all learners are to receive Internet Safety instruction in the following: Safe and responsible use of social networking websites, chat rooms, electronic mail, bulletin boards, instant messaging, and other means of communication on the Internet. Recognizing, avoiding, and reporting online solicitations of students, their classmates, and their friends by sexual predators. Risks of transmitting personal information on the Internet. Recognizing and avoiding unsolicited or deceptive communications received online. Recognizing and reporting online harassment and cyber-bullying. Reporting illegal activities and communications on the Internet. Copyright laws on written materials, photographs, music, and video. This will be the concept for the practice of curriculum design and development.

SCENARIO: As part of the eighth grade curriculum, students are studying responsible citizenship. This is a collaborative unit created by the 8th grade Social Studies (SS) and English Language Arts (ELA) teachers and the Library Information Specialist (LIS). It incorporates Illinois Social Science and English/Language Arts Standards, as well as Information Literacy Standards (I-SAIL). The Independent Investigative Method (IIM) will be used to teach research methods. The SS teacher is presenting a unit covering the historical aspects of the Civil Rights Movement. During the same time frame, the ELA teacher will facilitate a novel study of Kekla Magoons The Rock and the River, Margaret McMullans Sources of Light, or Christopher Paul Curtis The Watsons Go to Birmingham. The goal of this interdisciplinary unit is to provide students with information about the Civil Rights Movement in America between 1955 and 1968, while challenging them to think about ways in which they can emulate sacrifices made by others. The design team has suggested student assessments that will require students to use a variety of skills to create a research project. The LIS must develop lesson plans to instruct students in the necessary skills to support these learning activities.

TASK: Using the scenario and the attached Understanding by Design (UbD) template, each LIS student will complete the design of this collaborative interdisciplinary unit by highlighting an information literacy lesson plan detailing information seeking behaviors for 8th grade students. The LIS student will describe how these behaviors will be incorporated into the unit design (standards, objectives, learning activities, assessments). The information literacy learning objectives should integrate the instruction and practice of some aspect of Internet Safety into the study of the Civil Rights Movement. Learning activities, assessment, as well as differentiation options should be included. The unit will include collaborative planning materials, a lesson plan, instructional strategies, product descriptor/rubrics, and recommended educational resources. If time allows, each student will present the essence of the unit to the class as well as submitting the fully developed unit to the instructor.

GUIDELINES:The following components should be included in your project: Overview of the unit. Briefly, summarize the unit and include objectives for students. Identify content areas and grade level. There should be content and information literacy objectives included. Use the attached sample UbD unit template for this overview. Explanation of the culminating product of the unit. Include product descriptors or a rubric, ideas for differentiation. Collaborative planning materials. Outline the responsibilities of the different partners involved in the unit (who does what). In-depth lesson plan that focuses on information seeking behavior. Use the following Information Literacy Lesson Plan Format Template: Title of Lesson Audience: Give detail about grade level, subject area, curricular unit Standards: This should include Illinois State Goals for Learning as well as Information Literacy Standards. Lesson Objectives: What should learners/participants know and be able to do as a result of this session? What is your instructional goal? Sequence of Activity: What is your general plan for this lesson, the sequence of activities? What instructional strategies will you use? Time/Materials/Equipment: List the necessary time, materials, and equipment that will be required for the lesson. Assessment: How will you assess your instruction? How will you determine to what degree the participants have learned the material? Evaluation: How will you evaluate the product? A resource list of materials and supplemental materials that may prove helpful in the delivery of the unit and/or for students in completing the unit. Be sure that citations are included if other sources are used as part of the development of your interdisciplinary unit.

Dominican UniversityGraduate School of Library and Information ScienceLIS 725 School Libraries and Curriculum

Understanding by Design Collaborative Unit Template

Title:We Shall Overcome: The Civil Rights Movement Grade 8

Overview: The LIS will collaborate with the ELA teacher to present a unit exploring primary sources. The information skills to be focused on during this unit are recognizing primary sources, locating primary resources on the Internet, evaluating primary sources for authenticity and information value, citing sources appropriately, and demonstrating safe and responsible use of digital resources. Students will use the Internet to locate primary sources related to the unit topic the Civil Rights Movement. Through discovering, evaluating, and sharing these primary source stories or messages, students will come to understand the value of primary sources as part of our collective historical record.

Stage 1- Desired Results

Illinois Learning Standards/Established Goals:1.C.3.c. Compare, contrast and evaluate ideas and information from various sources and genres.1.C.3.d. Summarize and make generalizations from content and relate them to the purpose of the material. 2.B.3.a. Respond to literary material from personal, creative, and critical points of view. 3.A.3.a. Write compositions that contain complete sentences and effective paragraphs using English conventions.3.B.3a. Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.3.C.3b. Using available technology, produce compositions and multimedia works for specified audiences.4.A.3a. Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.4.B.3a. Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.4.B.3b. Design and produce reports and multi-media compositions that represent group projects. 5.B.3b. Identify, evaluate and cite primary sources.5.C.3a. Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources.

5.C.3b. Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research.5.C.3c. Take notes, conduct interviews, organize and report information in oral, visual and electronic formats.14.C.3. Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation.16.D.3(W). Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading;17.A.3b. Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images.17.C.3a. Explain how human activity is affected by geographic factors.18.C.3a. Describe ways in which a diverse U.S. population has developed and maintained common beliefs (e.g., life, liberty and the pursuit of happiness; the Constitution and the Bill of Rights).18.C.3b. Explain how diverse groups have contributed to U.S. social systems overtime.

Understandings:Students will understand .. What is the Civil Rights Movement? How ethnicity (race) impacts the behavior of American society? Why people, today, should be aware of the sacrifices made in the fight for racial equality?

Essential Questions: What are the ideals and practices of a constitutional democracy? What is the balance between rights and responsibilities? What is civic participation? How do citizens become involved in the community, the nation, and the world? What motivates people to challenge authority? How do people challenge authority? How do personal perspectives influence historical record?

Student will know. Political, economic, and racial, oppression motivates people to challenge authority. People will challenge authority through violent or non-violent means. Societal influence and personal bias affect historical record. What the struggle for racial and gender equality during the Civil Rights Movement entailed. That the pursuit of individual rights is a continuous process. That many people were involved and made tremendous sacrifices in the struggle for racial equality during the Civil Rights Movement.

Student will be able to Define the Civil Rights Movement and discuss significant historical figures and events of the movement. Describe how racial and cultural differences impacted the United States during the 1950s and 1960s. Identify the cause and effect relationships of the Civil Rights Movement in the United States. Draw conclusions about the consequences, outcomes, and impacts of the Civil Rights Movement. Explain what the responses. and solutions were of the Civil Rights Movement Research and communicate their findings. Use a variety of learning techniques and multimedia activities to facilitate learning.

Stage 2- Assessment Evidence

Performance Tasks: Construct a timeline representing key events of the Civil Rights Era. Create a concept web of how African-American rights were violated after Reconstruction - support with evidence. Write a journal entry/letter from the perspective of an African-American. Write a letter from the perspective of a woman, Native American, Mexican- American, or African American and use it as the narrative for a PhotoStory video. Write a narrative from the perspective of a woman, Native American or Mexican-American and compare their plight to that of the African-Americans. Using a Venn diagram, compare and contrast Malcolm X and Martin Luther King (violent and non-violent philosophies). Write an essay describing the inequalities that African Americans faced and how you would feel if you faced them. What actions would you take in response to the inequalities?Other Evidence:

Novel study Skill Check: Identify primary and secondary sources and evaluate the sources credibility. Vocabulary Skit: Observe student skits reflecting vocabulary terms. Research the time period and conduct an interview of a person living during the Civil Rights Era

Self-AssessmentsThe student will . Complete a self-assessment, including a summary statement about what they learned throughout this lesson. Also critiqued will be the students use of class time and participation in class discussions. Peer-assess writing, Inequalities that African Americans faced Self-assess civil rights era figure presentation/project (using rubric provided). Reflect on learning throughout the unit.

Other Evidence, Summarized Depict an event or action of a human being from the Civil Rights Era and create one of the following: Radio Talk Show, Newspaper, Podcasting, Movie Clip/Video. Evaluate and analyze why this was a significant event of the Civil Rights Era.

Stage 3 Learning Plan Civil Rights Interview

Learning Activities: Please see below

Information Literacy Lesson Plan Format Template

Overview:Specifically addressing inequalities that African Americans faced during the Civil Rights Movement, the each eighth student will research the Civil Rights Era, conduct a personal interview of someone living during that period, and provide a handout to the class of the research findings and present key points of the interview. The presentation may be oral, a poster, or multi-media such as PowerPoint, Prezi, (these were covered in a previous media lesson).

Content (Subject) Areas: Research, oral history, interviewing, primary sources, family/personal history.

Standards: Information Literacy (21st Century and/or I-SAIL)AASL Standards for the 21st Century learner1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life1.1.3 Develop and refine a range of questions to frame the search for new understanding.

Standards: Illinois Learning 4.B.3a. Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.

Standards: I-SAIL 5: Understand and practice Internet safety when using any electronic media for educational, social, or recreational purposes

Standards: Technology (NETS)5.Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Standards: IL State English Language Arts Content State Goal 5 Research: Use the language arts to acquire, assess and communicate information.

Objectives:Students will be able to Search the internet safely and effectively Summarize and draw conclusions Compile findings and present in a logical manner Correctly cite resources Understand fair use, apply it to research and create original work of fair use Demonstrate oral speaking skills

Grade Level/Learner Population/Grouping Arrangements: The eighth graders will get into five groups of four and culminate a list of interview questions. Each group will be a mix of all academic levels. After interview questions are developed, the students will work independently, but are free to share research findings with each other as some are more advanced at locating information. If some students are finished before the allotted time, they will assist others.

Time: The students will have seven to ten days to complete the project which will include their own time outside of school and five days of forty minute class periods.

Environment: The interview summary or research will be conducted in the library.

Materials: Students may use the note cards or their writing journals that they have been working in since the beginning of the school year to record either their interview or research findings. Digital recording devices are an option for the developmentally delayed students.

Resources: Students will have access to the computers and all resource materials including reference books and our schools online database. As a former Dominican student, I will still have access to Historical Abstracts on Civil Rights Movement thru EBSCO for example.

Online Resources

American Psychological Associationhttp://www.apastyle.org/

The History Channel Guidelines for Oral History Interviewhttp://www.history.com/images/media/interactives/oralhistguidelines.pdf

K-12 Internet Safetyhttp://www.kgcs.k12.va.us/kges/isafe_resources_k_12.htm

Library of Congress Oral History Interviewshttp://www.loc.gov/folklife/familyfolklife/oralhistory.html

Instructional Roles: I am the teacher librarian. I will also have the public librarian come in on the first day of the assignment and show the children how they can research using the public librarys online database. If they do not have library cards, the public librarian will come equipped to sign up all in need of a card.

Activity and Procedures for Completion:Outline of activities Modified Lesson Plan found in the From the Creative Minds e-book

Day 1Direct Instruction:The project is introduced as students come to library media center and are instructed by the teacher librarian (TL) on locating the online databases on the library website as well as safe search engines

Day 2Direct Instruction:Public librarian visits as well, signing students up for library cards and showing them the public librarys online database.

Day 3Modeling and Guided Practice:TL and assistant model an interview scenario for students.TL models appropriate search techniques while using databases.

Day 4Direct/Supported Instruction:TL instructs the children to get into five groups with four students each and brainstorm interview questions.

Day 5Independent Practice:Students research the time-period using databases and create alist of 25 questions.

Day 6Independent Practice:After the interview, students research in greater depth, the issues that the subject commented on the most.Students create a one-page summary of the researched information.

Day 7Independent Practice:Students complete a properly formatted, attractive handout.

Day 8Independent Practice:Students present the information to the class.

Day 9Sharing and Reflecting:Students write a Thank You note to the interviewee.

My role is to provide safe websites, effective search terms, and interview guidelines.The students will research the Civil Rights Movement so they have a good idea of the time period and key components which will provide a solid base to formulate their interview questions.

Modifications/Differentiation: For the students with special needs, presenting to the class is optional. As far as resources go, only two resources are expected, whereas the other students need to have five. If the special needs students chose to do an interview, at least ten essential questions should be asked, while the other students will ask between twenty and twenty-five. Accelerated students may compose an iMovie or Photostory (which were covered in a previous media session) and present to the class.

Evaluation: Please see the rubric below:

Assessment:The students and teacher librarian will complete the rubric included in this plan for each presenter.

Extension/Follow-up: Each student will write a thank you note and send to the person he/she interviewed. The teacher will provide a grade based on the rubric and ask the children what they would do the same or differently the next time they conduct an interview.

Bibliography

Reviews and Ratings for Family Movies, TV Shows, Websites, Video Games, Books and Music. (n.d.). Reviews and Ratings for Family Movies, TV Shows, Websites, Video Games, Books and Music. Retrieved June 19, 2013, from http://www.commonsensemedia.org/ RubiStar Home . (n.d.). RubiStar Home . Retrieved June 20, 2013, from http://rubistar.4teachers.org/

See Handouts below:

From http://www.commonsensemedia.org/sites/default/files/6-12-familytip-wikipedia.pdf

From http://theharrybridgesproject.org/l8worksheet.pdf

From http://www.dukeupress.edu/Assets/Downloads/DUP_SampleInterviewRelease.pdf

INTERNET SAFETY INTERDISCIPLINARY UNIT RUBRIC

1513-1411-128-101-7

EXEMPLARY

Content Materials arepolished, wellconstructed, and developed to clearly teach the desired content to the audience. All work has been accurately cited and copy-right considerationshave been made.

Integration/Collaboration

The content area and informationliteracy skills are smoothlyintegrated and will result in ameaningfullearning experience forparticipants.

Lesson Plan

All areas are coveredthoroughly and thought-fully. The plan has clear objectives, is aligned tostandards, isrealistic, and is designed to meet the instructionalgoals. The plan is creative and will engage students.

Resources

High qualityresources have been used to build the unit.Resources have been integrated to create aninformation-rich environment forstudents. All requiredfeatures of theunit are presentand the resultingwork is a model of instructionalpractice.

HIGHQUALITY

Content

Materials aredesigned to teachthe desiredcontent to theaudience. Workhas beenaccurately citedand copyrightconsiderationshave been madewith few errors.

Integration/Collaboration

The content area and informationliteracy skills areintegrated, andstudents will gainskills andknowledge inboth areas.

Lesson Plan

All required areas are included. Theplan has clearobjectives isdesigned to meetthe instructionalgoals. Theimplementationof the plan willengage students.

Resources

A variety ofresources havebeen used to buildthe unit.Resources havebeen integrated tocreate an information-richenvironment forstudents. All required features of the unit are presentand the resultingwork is professional.

GOOD

Content

Materials willguide the teachingof the desiredcontent toaudience. Workhas been citedand copyrightconsiderationshave been madewith few errors.

Integration/Collaboration

Content area andinformationliteracy skills areboth presentwithin the unit,and students willgain skills andknowledge.

Lesson Plan

An attempt has been made to address nearly all required areas. The plan is driven by the goals that havebeen set.

Resources

Resources havebeen used to buildthe unit that willadd to thelearningexperience forstudents. Most required features of the unit are present.

NEEDSWORK

Content

The contentincludes holesand does not fullycover the statedobjectives.Citations are doneincorrectly withseveral oversightsin regard tocopyright.

Integration/Collaboration

Some contentarea andinformationliteracy skills arepresent with gapsor it is not clearhow these skillswill work or bebuilt together.

Lesson Plan

The lesson plan ismissing sectionsor does not gointo depth.

Resources

Resources havebeen consideredin building theunit. However,there are gaps inmaterials.Some requiredfeatures of theunit are missingor underdeveloped.

DIDNT DO MUCH PLANNING

Content

Very little information is shared and there areserious lapses incitation and copyrightcompliance.

Integration/Collaboration

Contentarea andinformation literacyskills are missing orincomplete. It is notclear how theseskills will work orbe built together.

Lesson Plan

The plan isincomplete andcontains manyerrors.

Resources

Resources havebeen not been usedin building the unit.

The requiredfeatures of the unitare incomplete.

1513-1411-128-101-7

12 | Page