yeckley-torres_informationliteracyplan

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Kristine Yeckley-Torres

FRIT 7136

Information Literacy Plan

Fall 2010

Pathfinder URL:

http://yeckleytorreseducationcorrelation.pbworks.com/w/page/33247267/FrontPage


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Title of UnitChristmas Around the World and our CommunityGrade Level

KindergartenStandards for the 21st Century Learner Goals-

2.1.4-Use technology and other information

tools to analyze and organize information.

2.1.5-Collaborate with others to exchange

ideas, develop new understandings, make

decisions, and solve problems.

2.1.6-Use the writing process, media and

visual literacy, and technology skills to

create products that express new

understandings.

2.2.4-Demonstrate personal productivity by

completing products to express learning.

2.3.1-Connect understanding to the real

world.

2.3.2-Consider diverse and global

perspectives in drawing conclusions.

2.4.3 Recognize new knowledge and

understanding.

State Standards:

SSKG1-The students will describe

American culture by explaining diverse

community and family celebrations andcustoms.

ELAKR4-The student demonstrates the

ability to read orally with speed, accuracy,

and expression.

ELAKR5-The student acquires and uses

grade --level words to communicate

effectively.

ELAKR6-The student uses a variety of


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strategies to understand and gain meaning

from grade-level text.

ELAKW1-The student begins to understand

the principles of writing.

ELAKW2-The student writes in a variety of

genres, including narrative, informational,

persuasive and response to to literature.

After talking with the teacher, the media

specialists role in this process will be to

introduce literature to the students based

on the theme for each week. The media

specialist will also discuss each topic with

the students and cover key terminology.

The media specialist will also guide the

students on proper internet safety and

specific websites. The students will also

work with 5th grade students and the

media specialist to culminate each weeks

topic with a webquest treasure hunt,

websites, and email addresses.

Understandings:

Each culture has similarities and differences.

Each culture, celebration, and tradition is

unique.

Each culture, celebration, and tradition can

be studied, researched, and learned via the

internet and Web 2.0 tools

Essential Questions:

Overarching Questions:

Using literature and various websites the

students will find out the following:

Why do we celebrate the holiday

season?

Why do other people in our community

celebrate the season of Christmas,

Kwanzaa, Hanukkah, and 3 Kings Day?

Topical Questions:

How do you celebrate at home during the

holiday?How do other people that you know

celebrate differently than you?

Are their customs or celebrations similar or

different than yours?

What other customs or holiday celebrations

do you know of that are celebrated in our

area?


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Why do others customs and traditions

differ from ours?

Stage 3: Plan Learning

ExperiencesWeek 1

1. I will begin with playing Christmas music

and handing out gift bags with different

backgrounds relating to Hanukkah,

Kwanzaa, 3 Kings Day, and Christmas. I

will ask what is on each of the gift bags and

if they can tell me anything about that

specific holiday. (W, H, Gardner/musical,

spatial, kinesthetic, people)

2. Together the students and I will compose

a KWL Chart about the holiday season. I

will explain to them that this will be done

for every celebration and custom that will be

talked about during this unit. (W,

Gardner/linguistic, spatial, interpersonal,

people)

3. Our first celebration is Hanukkah, theJewish culture and holiday season. We will

real the stories Arielle and the Hanukkah

Surprise, Hershel and the Hanukkah

Goblins, and Latkes and Applesauce, A

Hanukkah Story. The students will get on

our computers and take an Accelerated

Reader test on the applicable stories. (E,

Gardner/linguistic, spatial, interpersonal)

4. We will create a Venn Diagram on chart

paper and discuss how they celebrate at

home and how it is similar or different than

that of Hanukkah. (R, E-2,

Gardner/linguistic, spatial, people,

interpersonal)

5. The students will visit the webquest site

of


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http://www.ecps.k12.nc.us/dfw/ebaker/Hanu

kkah.htm and work with the media

specialist and their 5th grade peer tutor to

complete the treasure hunt.

6. The students will make pictures from

different pages ofHershel and theHanukkah Goblins and write the words from

the book onto their pictures. We will

photograph the pictures and upload them to

voicethread http://www.voicethread.com

and have the students narrate the book.

7. The students will act out the story

Hershel and the Hanukkah Goblins and we

will video tape it and post it to YouTube

http://www.youtube.comor Teacher Tubehttp://www.teachertube.com for parents and

family to view. The students will email

children at a Jewish school in Savannah,

Georgia and ask them about their Jewish

holiday customs.

8. Using the website

http://www.torahtots.com/holidays/chanuka/

chanuk.htm

the students, media specialist, and peer tutor will find 2 things that they learned from the site and reportback to the class.

9. The students will email students at Rambam Day School at http://www.rambamdayschool.org. The

students will email children at a Jewish school in Savannah, Georgia and ask them about their Jewish

holiday customs.

Week 2

1. The second week will begin by playingsome African music. (H, Gardner/musical,

kinesthetic)

The African celebration of Kwanzaa begins

on December 26 and ends on January 1.

2. We will read the books The Story of

Kwanzaa, My First Kwanzaa, and Seven

Days of Kwanzaa. The students will take an


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Accelerated Reader test on the computer.

(W, H, E, Gardner/linguistic, interpersonal)

3. We will make a class Venn Diagram

showing the similarities and differences of

the Kwanzaa customs and those of what

they traditionally practice at home. (E, R, E-2, Gardner/visual, people, linguistic)

4. The students will visit the following

webquest

http://www.ecps.k12.nc.us/dfw/ebaker/Kwa

nzaa.htm. They will work with the media

specialist and their 5th grade peer

tutor to complete the treasure hunt.

5. The students will color pictures from thestory My First Kwanzaa and write the

narration for each picture. We will then

upload the pictures to voicethread

http://www.voicethread.com and have them

narrate their photos of the story.

6. The students will act out a traditional

Kwanzaa celebration. We will videotape the

celebration and post it to Teacher Tube

http://www.teachertube.com or YouTubehttp://www.youtube.com for parents and

family members to view.

7. The students will visit the following

site http://holidays.kaboose.com/kwanzaa-

index.html with their peer tutor and the

media specialist. They find 2 things that

they didn't know about Kwanzaa and

orally report back to the class.

Week 3

1. The children will listen to various

Christmas songs. (H, W, Gardner/musical,

linguistic)

2. The students and I will make a KWL

Chart about Christmas and 3 Kings Day. (E,


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E-2, R, T, people, spatial, linguistic)

3. We will finalize our study with that of

the American celebration of Christmas and

Three Kings Day. We will read various

Christmas stories about Santa Claus but also

The Christmas Star by Marcus Pfister. thestudents will use the computer to take

Accelerated Reader tests on appropriate

Christmas related books. (W, H, E,

Gardner/interpersonal, linguistic)

4. The students will write a letter to Santa

and to the 3 Kings and we will place them in

the mail. (E, T, E-2, R, Gardner/linguistic,

interpersonal)

5. The students will write about their

favorite thing to do during the holiday

season and one thing they would like to

incorporate from another celebration that

they learned about and why. They will

orally present it to the class. (E, T, E-2, R,

Gardner/interpersonal, people, linguistic)

6. The students will create a Venn Diagram

describing the similarities and differencesbetween Christmas and one other

celebration we previously studied. (E, T, E-

2, R, Gardner/linguistic, interpersonal,

spatial)

7. The students will finish the unit by

completing their KWL charts. They will

write a few sentences about what they liked

best about our study. (E, T, E-2, R,

Gardner/interpersonal, linguistic)

8. The students will work with the media

specialist and their 5th grade peer tutor to

complete the following webquest about

information regarding Christmas Around the

World.

http://www.ecps.k12.nc.us/dfw/ebaker/Chris

tmasAroundtheWorld.htm


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9. The students will email Santa with their

Christmas list at

http://www.emailsanta.com.

10. The students will draw pictures from

The Christmas Star, we will photographthem and post them to voicethread

http://www.voicethread.com as the children

narrate their pictures.

11. The students will work with their 5th

grade peer tutor and research information

about the North Pole

http://www.northpole.com/. They will write

3-5 sentences about their findings.

Reflection

As with any unit or lesson plan there are

always room for improvement. That being

said, I think that the most difficult part of the

lesson was trying to find time to collaborate

with the classroom teacher and fitting her

into my Media Specialists schedule. Sheruns a pre-k-12 grade facility with almost

500 students so she is on the go all day.

The easiest part of the lesson was

finding appropriate reading material for the

students to listen to regarding the subject

matter. The hardest part was probably the

use of the webquests as the classroom

teacher had never used this with her

students. The idea of pairing the children

with their 5th grade reading buddies did help

the lesson to run much more smoothly.

The lesson itself was a success, as the

Christmas season starts early here in Puerto

Rico. Many families begin celebrating

before Halloween even arrives so teaching

the unit when we did wasnt a problem.


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