Teaching Unit Outline

1. Collaboration

2 weeks before the lesson, teacher-librarians will meet with the freshmen Oklahoma History

and geography teachers to determine times, standards, and needs of the students. Teachers

and librarians will create the lesson and assessment tool together. There will be a final

meeting the week before the lesson to finalize plan.

2. Objectives

Students will be able to assess the validity of both digital and print sources.

Students will be able to cite print and digital sources correctly.

3. AASL Standards 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.

1.2.2 – Demonstrate confidence and self-direction by making independent choices in the

selection of resources and information.

1.4.3 – Monitor gathered information, and assess for gaps or weaknesses.

2.4.1 – Determine how to act on information (accept, reject, modify).

4.3.2 – Recognize that resources are created for a variety of purposes.

4. Fundamental Question

With proper preparation and guidance, will students be able to search, validate, and select both

print and digital sources independently?

5. Daily Schedule

Day One

Students will enter the library and pick up the handout outlining MLA citation.

Teachers will begin lesson with preselected nonfiction books for practice.

Students will practice citing nonfiction materials with worksheet.

Day Two

Teachers will offer brief refresher on basic MLA citation.

Students will practice citing reference book with worksheet.

Teachers will discuss with students the process of validating and selecting appropriate

sources.

Day Three

Teachers will begin with checking for questions/clarification regarding MLA.

Teachers will then start the introduction to digital source evaluation.

Students will work with teachers to evaluate websites together.

Teachers will recap and explain what day 4 will entail.

Day Four

Teachers will begin the introduction to fake news and its influence on evaluating websites.

Website evaluation will be refreshed.

Students will be given a website to evaluated independently.

The day will end with discussion of what students found.

Day Five

Students will be given a research topic when they enter.

A brief recap on choosing sources and evaluating them will occur.

Students will then be given the remainder of the class time to research their topic, select 3

sources, and complete the final assessment.

Evaluation and Citation: Print and Online Sources

Teaching Unit

Kathryn Thomas

August 1, 2017

Overview

An introductory note on this unit: it is a modification of a shorter unit that has been

taught for a few years by the librarians at Putnam City High School. This last year, the unit

began modification by adding the fake news elements to the website evaluation portion. By

combining the Internet evaluation lesson with fake news and citation, students are not receiving

a lesson that is too spread out and disconnected. This new unit will allow students to connect the

entire research project in an easily digestible manner. However, due to the fact this lesson is a

combination of two former lessons and does not follow the scheduling previously allotted, it has

not been taught yet.

Two weeks before the unit begins, the librarians, Mrs. DeFehr and Mrs. Thomas, will

meet with Mr. Speicher to discuss the curriculum needs of his 9th grade Oklahoma History class.

During this meeting, instructors will discuss the proposed outline for the unit and begin to make

the appropriate changes to the plans. Then again, one week before the lesson, instructors will

meet to finalize the lesson plans, discuss the documents being used, and create the final project.

This unit will take five days to complete, and will be taught to six, 55-minute class periods.

The instructors will be both librarians as well as Mr. Speicher. Before coming to

the library for day 1 of the unit, Mr. Speicher will discuss with the class the outline for the

upcoming unit. All instruction will take place in the library. Mrs. DeFehr and Mrs. Thomas will

co-teach this lesson, meaning that no one person will play the same role/lead the same part of the

lesson every time. This is done in an effort to help to librarians more accurately read the room –

while Mrs. DeFehr may have been able to clearly explain the citation process for a reference

book to 2nd period, Mrs. Thomas may have a better approach for 5th period that same day.

The unit will cover citation and documentation of print and online sources, evaluating

online sources, and an explanation of what fake news is and why students need to be aware of it.

MLA citation will be used, and students will be given templates to help them learn the process of

citation. A website evaluation form will be given to students that shows them the components of

a reliable website. Finally, the librarians will show students well known fake news stories and

stress the importance of evaluating before you share.

The librarians will create a Google Classroom for use this week, which will include links

to Google Docs that students will be able to use for collaboration and sharing of ideas. This

Google Classroom will also include a link to the final project for the unit. The summative

assessment will be students completing a brief research assignment where they will locate three

different sources, cite them, choose quotes, and present their findings with a presentation of their

choosing. Links to the documents for the week will also be made available on the school’s VLC

under the tab “Resources.” The only document that students will not have access to is the rubric

for the final project. Though the unit has not been taught yet, there is survey that the instructors

will use in the future when this unit is implemented. This survey provides students with an

opportunity to reflect on their learning and the unit as a whole.

Provided in this document are five lesson plans, a list of works consulted on the

development of this unit, and all the handouts provided to students. Also included will be the

links to all the Google Docs and Forms that students will be using during this unit. As stated

previously, this unit has not been taught but has been created so that it can be implemented

within this coming school year.

Appendix I: Unit Overview and Daily Lesson Plans

Lesson Day 1

Evaluation and Citation

Mrs. DeFehr, Mrs. Thomas, and Mr. Speicher

Overview for the Day

Teachers will begin lesson with preselected nonfiction books for practice.

Students will practice citing nonfiction materials with worksheet.

Essential Question for the Unit

With proper preparation and guidance, will students be able to search, validate, and select both

print and digital sources independently?

Instructional Strategies – Guided Inquiry Steps Covered

Open – show a brief fact video to stimulate students’ interest in the importance of citing facts

Immerse – talk about the importance of knowing where to find evidence

Explore – look at the preselected texts, choose something interesting, skim

Identify – stop when you find something worth quoting, decide why it’s noteworthy

Gather – cite the source correctly, quote correctly

Oklahoma Academic Standards for 9th Grade Oklahoma History

Process and Literacy Standard 1: Reading Skills.

A.1 – Cite specific textual evidence to support analysis of primary and secondary sources,

attending to such features as the date and origin of the information.

AASL Standards

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.

Learning Objectives

1. Students will be able to assess the validity of both digital and print sources.

2. Students will be able to cite print and digital sources correctly.

Formal and Informal Assessments

Formal – students will hand in a worksheet with citation and quotation from one print

source.

Informal – instructors will discuss with students which strategies they use to find

noteworthy quotations.

Materials and Technology Needed

Materials needed:

1. 30 copies of handouts per class period

a. MLA Citation page

b. Example Works Cited page

2. 35 different, preselected nonfiction monographs

3. Notebook paper

Technology needed:

1. Projector and screen

2. Elmo document camera

3. YouTube Video “Can Elephants Jump?”

a. Link: https://youtu.be/XRabJlCk_hQ

4. PowerPoint “Choosing Quotes”

Daily Activities in Order

1. As students are entering the library, they will pick up the handouts from the librarians.

2. After the classroom teacher introduces the essential question and objectives for the day,

the librarians will begin by introducing themselves.

3. Opening with a short YouTube video from National Geographic, the librarians will use

the facts from video as a basis for why evidence is important.

4. The class will discuss why citing evidence is important to more than just writing.

5. Using the document camera, the librarians will discuss the MLA citation page and use a

monograph to show students how and where to find the information for citing a

nonfiction work with a single author.

6. There will be time for discussion/questions about the process.

7. Using the document camera again, the librarians will show students the example citation

page while students use their own copy for notes/reference.

8. Before students begin citing and finding quotations, the librarians will show a brief

PowerPoint on how to select important quotations.

9. Students will then begin working either individually, or with someone at their table, to

cite their book and choose a quote.

a. Students will first select a work that seems intriguing from the preselected books.

b. Students will use the template to record the citation information for their chosen

book.

c. Students will then write their citation on the notebook paper as if they are creating

a Works Cited page of an essay.

d. Finally, students will choose a quote, write it down exactly, and give it proper

attribution, explaining why they found it noteworthy.

10. With 2 minutes of the class period remaining, the librarians will recap the objectives for

the day, ask students to put away their materials, hand in their practice citation page and

quote, and then briefly tell students what the goals for day 2 are.

Student Collaboration

All collaboration for the day will be completed in groups, in the library. There will be optional

collaboration on a Google doc for students to share facts they found interesting while looking for

quotations.

Accommodations for IEP and ELL Students

For students on an IEP – a modified citation template will be made available, they will receive

small group or one-on-one guidance for selecting a quote, and will be allotted additional time if

necessary. Instructors will look for these students’ ability to grasp the main idea of the lesson,

not that they followed each step exactly.

For students who are ELL – students will be grouped with a teacher’s assistant from the ELL

department (if available), or they will be allowed to work closely with a classmate who can

translate or guide them. Like the IEP students, instructors will be looking for these students’

ability to understand critical concepts.

Lesson Day 2

Evaluation and Citation

Mrs. DeFehr, Mrs. Thomas, and Mr. Speicher

Overview for the Day

Students will practice citing reference book with worksheet.

Teachers will discuss with students the process of validating and selecting appropriate

sources.

Essential Question for the Unit

With proper preparation and guidance, will students be able to search, validate, and select both

print and digital sources independently?

Instructional Strategies – Guided Inquiry Steps Covered

Open – share interesting findings or tips from day 1

Immerse – talk about the similarities of monograph and reference book citations

Explore – look at the preselected texts, choose something interesting, skim

Identify – stop when you find something worth quoting, decide why it’s noteworthy

Gather – cite the source correctly, quote correctly

Oklahoma Academic Standards for 9th Grade Oklahoma History

Process and Literacy Standard 1: Reading Skills.

A.1 – Cite specific textual evidence to support analysis of primary and secondary sources,

attending to such features as the date and origin of the information.

AASL Standards

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.

4.3.2 – Recognize that resources are created for a variety of purposes.

Learning Objectives

3. Students will be able to assess the validity of both digital and print sources.

4. Students will be able to cite print and digital sources correctly.

Formal and Informal Assessments

Formal – students will hand in a worksheet with citation and quotation from one print

source.

Informal – instructors will discuss with students which strategies they use to find

noteworthy quotations.

Materials and Technology Needed

Materials needed:

4. 30 copies of handouts per class period

a. MLA Citation page

5. 35 different, preselected nonfiction reference works

a. Individual articles in each book flagged

6. Notebook paper

Technology needed:

5. Projector and screen

6. Elmo document camera

7. Prezi “Books vs The Internet”

a. Link: https://prezi.com/view/UjecBQAtlQuhgX9vSKms/

Daily Activities in Order

11. As students are entering the library they will pick up the new MLA citation page from the

librarians.

12. The classroom teacher will then recap what was taught yesterday and open the floor for

questions before beginning.

13. The librarians will show the MLA citation template for a monograph side-by-side with

the template for a reference work, in order to clearly distinguish the similarities and

differences.

14. Continuing to use the document camera, the librarians will slowly show students how and

where to find all the citation information for an article in a reference book.

15. There will be time for discussion/questions about the process.

16. Before students begin citing and finding quotations, the librarians will briefly discuss the

differences between a monograph and a reference work.

a. Monographs are about one topic, and typically only written by one person.

b. Reference works offer brief, specific information about a variety of topics.

c. Reference works are a good starting place when completing research.

17. Students will then begin working either individually, or with someone at their table, to

cite the reference book and select a quote.

a. Students will first select a work that seems intriguing from the preselected books.

b. Students will use the template to record the citation information.

c. Students will then write their citation on the notebook paper as if they are creating

a Works Cited page of an essay.

d. Finally, students will choose a quote, write it down exactly, and give it proper

attribution, explaining why they found it noteworthy.

18. With 15 minutes of class left, the librarians will show the Prezi “Books vs The Internet”

pointing out that day 3 is when the class starts Internet citation and evaluation.

19. With 1 minute remaining, the students will turn in their citation page and quotation.

Student Collaboration

All collaboration for the day will be completed in groups, in the library. There will be optional

collaboration on a Google doc for students to share facts they found interesting while looking for

quotations.

Accommodations for IEP and ELL Students

For students on an IEP – a modified citation template will be made available, they will receive

small group or one-on-one guidance for selecting a quote, and will be allotted additional time if

necessary. Instructors will look for these students’ ability to grasp the main idea of the lesson,

not that they followed each step exactly.

For students who are ELL – students will be grouped with a teacher’s assistant from the ELL

department (if available), or they will be allowed to work closely with a classmate who can

translate or guide them. Like the IEP students, instructors will be looking for these students’

ability to understand critical concepts.

Appendix II: Works Consulted in Planning

Davis, Wynne. 2016. “Fake or Real? How to Self-Check the News and Get the Facts.” NPR.

Dec. 5. http://www.npr.org/sections/alltechconsidered/2016/12/05/503581220/fake-or-

real-how-to-self-check-the-news-and-get-the-facts. Accessed July 7, 2017.

Kessler, Glenn. 2016. “The Fact Checker’s Guide for Detecting Fake News.” Nov. 22. The

Washington Post. https://www.washingtonpost.com/news/fact-

checker/wp/2016/11/22/the-fact-checkers-guide-for-detecting-fake-

news/?utm_term=.1beb1a5d8ce8. Accessed July 10, 2017.

Schulten, Katherine and Amanda Christy Brown. 2017. “Evaluating Sources in a ‘Post Truth’

World: Ideas for Teaching and Learning About Fact News.” Jan. 19. The New York

Times. https://www.nytimes.com/2017/01/19/learning/lesson-plans/evaluating-sources-

in-a-post-truth-world-ideas-for-teaching-and-learning-about-fake-news.html. Accessed

July 10, 2017.

Shellenbarger, Sue. 2016. “Most Students Don’t Know When News Is Fake, Stanford Study

Finds.” Nov. 21. Wall Street Journal. https://www.wsj.com/articles/most-students-dont-

know-when-news-is-fake-stanford-study-finds-1479752576. Accessed July 7, 2017.

Appendix IV: Google Doc and Form Links

Included in order of use for lesson plans.

1. Sharing Interesting Facts

a. https://drive.google.com/open?id=1vmombF7aqHPB1e9nKaU_b0_OLXYrUZIcBFti

0ZrytiI

2. Sharing Sites

a. https://drive.google.com/open?id=1UN86roLllpOqfT8V2Vv85x1lx3sU_eJcIJDY3L2

AaIY

3. List of Website URLs

a. https://drive.google.com/open?id=1lBB69WuGcZ0pxPOtN1VyDgXzgfmcBtHdAiZ

Xj2I-YUA

4. List of Research Topics

a. https://drive.google.com/open?id=1njr-msT0ryk41pvDZRrI8QjzpKDxksW7UaL-

29_hQAw

5. Final Project Instructions

a. https://drive.google.com/open?id=1MDKLAwpXMyyQ9XJP1cqxKEsg_kSSlX0aDl

EUvkYzBPQ

6. Grading Rubric

a. https://drive.google.com/open?id=131dU7pBKpio_bdPVAXOpwiu-

QD9qc6CMKMMFZryBS10

7. Student Evaluation Survey

a. https://drive.google.com/open?id=1IieeCVNZPF1cEQA1ILN6sjKjfVD8tnLSRBVA3

c5_MNM

The following pages are all the

handouts and examples

needed for the unit.

Choosing a Quote

Day 1 of Citation and Evaluation

What do we look for in a quote?

• The quote comes from a reliable source.

• It says something in a memorable way.

• Makes the point you are looking for.

• It is NOT common knowledge.

• It strengthens your writing’s validity.

Let’s look at some examples.

• In these quotes we are looking for:

• Important information that is well stated.

• Information that will strengthen your writing.

• Facts worth choosing.

Example 1

Source: 30-Second Mythology

Which quote about Theseus is better?

1: “Ariadne escaped with him only to be abandoned by Naxos” (Segal

106).

OR

2: “When Theseus forgot to replace the black sail that would denote

failure with a white one, Aegeus, thinking his son was dead, threw

himself into the sea, which bore his name thereafter” (Segal 106).

Example 2Source: Toys! Amazing Stories Behind Great Inventions

Which quote is stronger?

1: “Out of every million Legos made, an average of only twenty-six are

rejected”(Wulffson 18).

OR

2: “Playing cards are taxed in almost every country” (Wulffson 32).

Example 3

Source: Flying by the Seat of Your Pants

Which quote has wording that can’t be restated?

1: “It is used humorously to suggest the utter improbability of an event

or situation arising” (Oliver 60).

OR

2: “When pigs fly is a wonderfully absurd phrase, steeped in sarcasm,

that conjures a stupendous image” (Oliver 60).

Works Cited using MLA

Oliver, Harry. Flying by the Seat of Your Pants. Perigee, 2005.

Segal, Robert A. 30-Second Mythology. Metro Books, 2012.

Wulffson, Don. Toys! Amazing Stories Behind Some Great Inventions. Scholastic, Inc., 2000.

Name

Teacher/Period

PCHS Website Evaluation Form

Before you USe a Website, you must evaluate it to make sure the information is

accurate, reliable, ,nO ,p ti, date. Use this form for a website' not database article'

Site Name:

URL:

Copyright date;

Sponsoring organization:

or Date website last uPdated:

Author(s):

Author's credentials:

Author's purpose: Entertain Inform Persuade

Does the content seem to be free of bias? Yes-No

Do grammar and spelling seem to be correct? Yes-No

Does the author cite his/her sources? Yes-No

Can you contact authors with questions or feedback? Yes-No

lnformation regarding the author or organization from an independent search:

Evaluation:

ls this a good website to use for a school assignment? Yes-No

whv?

Works Cited ExamPle

,,Albert Einstein." DlSCovering Biography'Detroit: Gale' 2003' Student Resources in

Context, Web. 24 F eb' 2016'

Krull, Kathleen. Albert Einstein.New York, NY: Viking, 2009 ' Print' Giants of science'

Rogers, Kara, ed, The 100 Most Influential scientists of Alt Time' New York' NY:

Britannica Educational Pub', 2010' Print'

Strogatz, Steven. "Einstein's First Proo f." The New Yorker' Conde Nast' 19 Nov' 2015' Web'

23 Feb.2016.

Parenthetical or In-Text citation Examples

1. o,He would quickly finish analyzingpatent applications, leaving him time to daydream

about the vision that obsessed him since he was 16: What will happen if you race alongside

a light beam?" (Rogers 245).

2. "Einstein recalled his sense of wonderment that the [compass] needle always pointed

north, even though nothing appeared to be pulling it in that direction." (Strogatz).

3. He didn't start talking until he was three years old, by the age of nine, still wasn't fluent

in his native language. He parents thought he might have learning disabilities ("Albert

Einstein").

4. ,'Instead of doing things with other children, he preferred playing with his puzzles, a

complicated set of stone building blocks, and decks of cards" (Krull 20).

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Title of contuiner,Website or rel book

* Other contributors,Editor, Translator, Illustrator, etc.

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