LessonPlan

Lesson Plan
**Student Teachers:** Julie Miller and Meghan Glasgow **Grade Level:** 10 **Subject: ** Library Media Information (for Social Studies) **Length of lesson: ** 45 Minutes

__**Lesson Topic:**__ Organizing research using technology

__**Overall Goal:**__ //(Broad statement using non action verbs) “Students will understand that….” // Students will understand a variety of organizational tools that could be used for their research project.


 * //Learner Background//:** //(This addresses why the lesson is being taught.) ‍Describe the students’ prior knowledge or skill related to the learning objective(s) and the content of this lesson, using data from pre-assessment as appropriate. How did the students’ previous performance in this content area or skill impact your planning for this lesson?‍//

In the preceding lessons students were given a brief, broad overview of the Civil Rights era, they learned about underground newspapers and were given an assignment to create one to share knowledge on the Civil Rights Movement in an authentic manner (as a newspaper staff using and creating primary sources). They were given a refresher on the importance of citing sources, how newspapers give credit (attribution). They then learned how to find primary sources from multiple viewpoints. By teaching the students how to use the collaborative web 2.0 tools we will enable them to collaborate (which a newspaper staff would do), organize their information, and keep track of their sources which will make it easier to properly credit the sources and avoid plagiarism.

__**Curricular Standards:**__ Identify the primary state standard(s) this lesson is designed to help students attain. (If required, include the national and/or local standards as well.).

From "Standards for the 21-Century Learner" (American Association of School Librarians):
 * 1.1.9 Collaborate with others to broaden and deepen understanding.
 * 1.2.3 Demonstrate creativity by using multiple resources and formats.
 * 2.1.2 Organize knowledge so that it is useful.
 * 2.2.4 Demonstrate personal productivity by completing products to express learning.
 * 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.

__**Student Learning Objective(s):**__// Identify specific and measurable learning objectives for this lesson. Use action verbs. “Students will be able to….” //

Students will be able to use one of the three organization programs demonstrated to collect, organize, share their resources. Students will be able to select a method for organizing, annotating and sharing their research with groupmates. Students will be able to adjust settings so that groupmates can all view and post to a shared media and information organizing system from their own user name. Students will be able to add notes to the resources they are collecting. Students will be able to determine the best way to link to a resource.

__**Assessment:**__ As students work, we will walk around the library media center to check to see if students need help, or if they are setting up their resource correctly. We will set up sample group Web 2.0 tools that once registered, students will each add a source with annotation and a metatag.
 * Part I: How will you check for student understanding during the lesson? (Formative) **

Students will send an "invite" to the LMS and teacher to be able to view their group's chosen collaborative research organization tool. Students will also hand in an interactive checklist assessment at the end of the lesson.
 * Part II: How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment materials you will use, along with assessment criteria/rubric. (Formative or summative) **

__**Materials/Resources:**__ List the materials you will use in each learning activity including any technological resources.
 * Computers
 * Delicious.com
 * Pinterest.com
 * Endnote Web
 * VoiceThread.com
 * Microphone
 * Smartboard or Projector

__**The Lesson**__
 * <span style="font-family: Arial,Helvetica,sans-serif;">Initiation: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Part I - Briefly describe how you will introduce the lesson, engage students in the lesson and connect it to previous learning. (This is intended to motivate students.) **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Open discussion by bringing up how people take notes and keep track of their resources when doing research for a project. Pick kids (cold calling-style) to give examples. Ask for ways to share notes and sources with groupmates. How do you keep track of everything? How does this relate to citations?
 * <span style="font-family: Arial,Helvetica,sans-serif;">How can you let groupmates or teachers look over your resources and notes while you still need them?


 * <span style="font-family: Arial,Helvetica,sans-serif;">Part II – **//<span style="font-family: Arial,Helvetica,sans-serif;">(This is intended to bridge to the lesson: set expectations for learning, articulate to learners what they will be learning in this lesson and why this is important). //


 * We have some tools that will help you stay organized, share notes, and make it easier to keep track of your sources (both individually and as a group). This will make it easier to do citations, collaborate, and stay organized.
 * Write out objectives for students: By the end of this lesson you will be able to use three different collaborative Web 2.0 tools (Pinterest, Delicious, and VoiceThread) to organize resources for your upcoming project.
 * Ask students if they have ever used any of these programs in the past. If so, what did they use them for?
 * If a student has used one of the tools before ask them to explain to the rest of the class how it could be useful for keeping track of sources and any features they liked.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Lesson Development: Describe how you will develop the lesson: what you will do to model or guide practice and the learning activities students will be engaged in to gain the key knowledge and skills identified in the student learning objective(s). Include the questions you will ask, identify and explain the instructional grouping (whole class, small groups, pairs, individuals) for each lesson segment, and include the approximate times for each. Include reference to Bloom’s taxonomy to identify higher levels of thinking. **
 * While students are sitting with computers off or closed the Library Media Specialist will use the smartboard or project to demonstrate, to the entire class, how to set up accounts and use each of the three programs. Students will be given a worksheet which outlines the steps and leaves room for further notes. Demonstration should take no longer than 15 - 20 minutes.
 * When the Library Media Specialist has completed the demonstration students will have 20 minutes to work in pairs on the computers. They will be required to set up accounts and "play" with one or two of the programs, while completing their interactive checklist.
 * While students work the library media specialist and teacher will be available for further assistance and guidance.

<span style="font-family: Arial,Helvetica,sans-serif;">**Closure: Briefly describe how you will close the lesson, help students understand the purpose of the lesson, and show how it will connect to future learning.** //(Rather than an administrative closure, interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives)//

At the end of the lesson students will be reminded that they are going to begin collecting, organizing, and sharing the primary sources for their project. "Cold call" on students to ask:
 * What advantage do they think the web 2.0 tools introduced have over other methods (like the ones they discussed in the introduction)?
 * Why did their group choose the tool(s) that they did?
 * What features did they like?
 * What other situations can they think of to use those tools for themselves (inside or outside of school context)?
 * How can organizing sources this way help with citations and bibliographies?

__**<range type="comment" id="875424">Individuals Needing Differentiated Instruction: **__ **<span style="font-family: Arial,Helvetica,sans-serif;">Describe students with learning differences. These students may be special or general education students and need not be the same students for each lesson. Students may represent a range of ability and/or achievement levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners. **

//<span style="font-family: Arial,Helvetica,sans-serif;">Note: Differentiated instruction may not be necessary in every lesson. However, for formal, scripted observations and in lessons included in the portfolio, it is expected that each student teacher will demonstrate the ability to plan and implement differentiated instruction in order to meet the needs of students at both ends of the learning spectrum. // //<span style="font-family: Arial,Helvetica,sans-serif;">Remember: differentiation means **“different,”** not more; differentiation should focus on learning, not behavior. //

The web 2.0 tools we have introduced in this lesson were specifically chosen because they will be used to organize, analyse, and share knowledge in ways that appeal to different learning styles and strengths. Voicethread allows for oral annotation that is taken in an auditory manner, which may make it easier for someone with dyslexia or a visual impairment, or an auditory learner to review their groupmates annotations and comments, it also may make it easier to them to share their notes an analysis by expressing themselves orally. Pinterest allows for a visual display of resources, that can be organized in categories of ones choosing, but can also be tagged to allow additional access points for subcategories, or other organization. Although the display is visual, there is space for textual annotation and textual comments. The comments have a user's chosen image/symbol next to them, providing additional benefit for those who are more visual learners and thinkers. Delicious displays both textual and visual images from resources. Each user can decide if they want to browse the set of resources with more text and smaller images, or more emphasis on visual elements and less text. This is good for students working with classmates that have differing learning styles as there is flexibility and in both settings text and visuals are still paired, helping students mentally link both elements.

Pinterest has the option of a Spanish interface. The contributor comments will remain in whatever language they were written, but instructions, settings, and the Pinterest interface can be set to Spanish, which may make it easier for English Language Learners to learn and use the tool itself, even if they are creating and reviewing content in English. VoiceThread can be set to an "Universal" mode that makes it more compatible with screen readers for those who are visually impaired or need a "cleaner" or less distracting design.

There are additional benefits of having students make and collaboratively use a site to collect, share, and analyse resources for their Civil Rights Underground Newspaper project. Students who are: more organized, better at notation, or better at analysis, can model these skills for their groupmates who have weaknesses in any of those areas. It is likely that one student may be better at organization; another may excel at note-taking or paraphrasing; and another at analysis; so each student in the group is likely to both demonstrate a strength, and observe and pick up a good habit or technique from another.


 * ** Which students do you anticipate may struggle with the activities and/or learning objectives of this lesson? ** ||
 * Student initials || **__ Evidence __** that the student needs differentiated instruction || How will you differentiate instruction **in this lesson** to support student learning? ||
 * || Student's IEP and test scores || Student will be given oral and written directions for assignment. ||
 * ** Which students will need opportunities for enrichment and/or higher level of challenge? ** ||
 * Student initials || **__ Evidence __** that the student needs differentiated instruction || How will you differentiate instruction **in this lesson** to support student learning? ||
 * || Student's test scores and record showing they have been identified as gifted. || This student will be directed to sources that are aimed at older high school students and college students. They will be encourage to explore and use advanced features of the tools and/or seek out additional tools for organizing resources. ||
 * || Student's test scores and record showing they have been identified as gifted. || This student will be directed to sources that are aimed at older high school students and college students. They will be encourage to explore and use advanced features of the tools and/or seek out additional tools for organizing resources. ||

Works Cited <span style="font-family: Arial,Helvetica,sans-serif;">American Association of School Librarians. //Standards for the 21st-Century Learner//. Chicago: American Association of <span style="font-family: Arial,Helvetica,sans-serif;"> School Librarians, 2007. PDF. 15 Jun. 2012