gutierrez elementary instructional unit li876

8/7/2019 Gutierrez Elementary Instructional Unit LI876

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William Allen White Book PresentationBreanna Gutierrez

Fall 2010

Standards for the 21st –Century Learner Goals

Standard: 1: Inquire, think critically, and gain knowledgeBenchmarks:1.1.1 Follow and Inquiry based process in seeking knowledge in

curricular subjects and make real world connection for using this

process in own life.

1.1.5 Evaluate information found in selected sources on the basis of

accuracy, validity, appropriateness for needs, importance and social

and cultural context.

Dispositions:1.2.3 Demonstrate creativity by using multiple resources and formats.

1.2.7 Display persistence by continuing to pursue

information to gain a broad perspective.Responsibilities:

1.3.3 Follow ethical and legal guidelines in gathering and using information1.3.5 Use information technology responsibly

Self-Assessment strategies:1.4.1 Monitor own information-seeking processes for effectiveness andprogress and adapt as necessary.

Content standards for 5th Grade Reading:KCK10R050134 Fact and Opinion: Distinguish between fact and opinion

KCK10R050128 Summarizing/Retelling: Summarize and retell main ideas

and events, using supporting details, facts and information in grade-levelappropriate narrative passages.

KCK10R050115 Reference Tools: Choose reference materials, such asdictionaries, encyclopedias, atlases, glossaries, thesauruses, and on-linereference materials.

Overview: Students will engage in a research process based on buffaloes from the William AllenWhite nominee, “Buffalo Song”. They will locate facts from the Gale database, Kidsinfo Bits, andsolidify their work by correctly citing their information to validate the reliability of their sources.They will also create a summary of the book to entice their audience to read the book.

Final Product: The student will create a final project using power point converted into a web tool,animoto. The student will make sure their final project includes at least: two facts with source

information, a summary of the book, one opinion, and an overall rating/recommendation of thebook.

Library Lesson(s): Students will learn how to use the online databases, power point and a greatweb tool, animoto.com. Students will also be introduced to several concepts of media literacy.Students will explore the importance of respecting intellectual property by including citation witheach fact they locate in order to give credit to the works of others. Also, students will work onevaluating the validity of websites and other information that they find on the internet. Students

Library Context

Flexible

Multiple lessons in aunit

CollaborationContinuum

Minimum

Content Topic

Research process overbuffaloes focusing onciting facts from areliable article on thedatabases.

Estimated LessonTime:

One Quarter:-8 to 9 Libraryperiods, 50 minutes inlength each



will learn how to analyze websites and other sources for their validity and accuracy so that theyare using quality sources in their research.

Assessment: The final assignment will be graded using a rubric that gives points both for theprocess and the product. Students will receive a grade based on both their process and their finalproduct. The quality of their final product, planning, and their citations will be assessed as well ashow they went about searching and what they found with these efforts. The students will alsohave a chance to self-assess at the end of the unit. Instructional Plan:Resources the student will use:

• Online Subscription Databases

• Power point

• Microsoft Word

• Library website: www.mepearsonlibrary.com

• www.animoto.com

• the Book, “Buffalo Song”Instruction/Activities:

Direct Instruction: I will begin by reading aloud the book, “Buffalo Song”. I will thenintroduce students to online database searches, citing a work, and respect for intellectualproperty. I will also review power point and animoto procedures with the students. I willcreate direct links for students on our website www.mepearsonlibrary.com to make gatheringthe data more efficient. I will also review facts and opinions with the students.

Modeling and guided practice: Students will follow along with me on their own laptops tocomplete searches together and how to successfully cite a source. Once they have masteredsearching on the databases and citing, I will give the students some good options for findinginformation on their subject and ask them to try them out to see if they like the informationthey find. I will also model to students a quick review of power point and animoto on our Smart Board to make sure the students are comfortable in their work.

Independent Practice: Once the students have tried some searches that the librariansuggested the student can construct their own searches and start finding sources that theycan use for their final project. Once a source is found the student can use the template formto cite their facts. Students will also independently create a brief power point and converttheir work into animoto.

Sharing and reflecting: Students’ final projects will be posted on the library website to sharewith the school and community. We will also take time on the final day to review each others’projects. As a final piece, students will reflect on their work through a quick write at the endof the project.

Collaboration:During a weekly team planning meeting with the 5th grade team of teachers, they mentioned aninterest in having their students work on databases for research and a need to have the studentsreinforce fact and opinion. During brainstorming, we decided to create a lesson around the newWilliam Allen White nominee books. The teachers would frontload the students in the classroomwith lessons on fact and opinion and creating a summary, while I would implement the majority of the lesson. Due to the fact that the library has a completely filled schedule and teacher planningtime, the teachers would not be able to actually team teach with me, but it was decided we wouldkeep in contact through email and our weekly meetings.

http://www.mepearsonlibrary.com/

http://www.animoto.com/









Tentative Schedule:

• Class One- I will read aloud the book, “Buffalo Song”, and lead a class discussion on agreat summary of the book.

•

Class Two- I will guide students on the use of the databases and model how to createsearches, record a citation and discuss fair use/copyright. Today students will spend theclass period orientating themselves to the databases and guided practice with me.

• Class Three and Four- Students will begin their research on the databasesindependently. They will record their facts and citations on a template form found on their class page on the library website.

• Class Five, Six, Seven- Students will begin their power point using the facts and opinionsthey have already recorded. I will review how to use power point, and guide students tofind copyright free pictures to include in their presentations. Students will also createtheir summaries to be included in their final products.

• Class Eight- Students will convert their power point into an animoto video on the internet.

• Class Nine-Students will have a sharing party and discuss their classmate’s videosrespectfully.

Personal Reflection:I really enjoyed this unit and after having the students provide feedback on the survey I believethey did as well. Some of the strengths of this lesson were the integration of planning with thefifth grade teachers, the use of technology as a tool, and the engagement of the plan.

However, I did run into a few unplanned “surprises” along the way. For example, the biggestissue I ran into was finding a way to SAVE the students work on the school “STUDENTS DRIVE.”If a student accidently moved a folder or erased a folder I had no way of knowing who had doneit. We had a few problems, that luckily after taking a moment I found a way to resolve it, butsaving and finding their work each class period proved to be very time consuming. The unit wasoriginally planned for 9 weeks, but ended up taking a few extra. In the future I would like to

create a donor’s choose project on www.donorschoose.org and hopefully receive flash drives.That way I would know what happened to projects and if something was lost, if would not affectthe entire grade.

I also had to adapt the lesson for several students since the school is a very mobile school, andstudents are continuously leaving and coming into the school. I had three students transfer during the unit and had to restructure their assignment by having them locate fewer facts.

Our district uses the Fountas and Pinnell leveling for reading, however, with this unit I did not findit necessary to really use the leveling while planning the unit.

Overall, I enjoyed teaching this unit, and hope to tweak it for the future and use it with futureclasses.

http://www.donorschoose.org/

http://www.donorschoose.org/



Student Work Samples

Student 1 Citation Page Example:

Name: Teacher:

Online Sources:

Fact 1.

Calves are born in spring, weighing from 30 to 65 pounds. Calves remain with their mothers for

about one year.

Article name: Oh, give them a home

Author’s name: n/a

Date published: April 2010

Date you read the article: 11-11-10

Website address: http://galenet.galegroup.com/servlet/KidsInfoBits?

subTopic=Mammals&locID=kans93560&failover=0&srchtp=topic&topic=Animals&c=2&s

earchTerm=Buffalo%2B%2528Bison

%2529&ste=8&tbst=tsrch&tab=2&docNum=A227944370&bConts=39

Fact 2.

Bison are herd animals. Herd animals live in large groups called herds. Huge herds of 60 to 100

million bison once lived in North America

Article name: BisonAuthor’s name: n/a

Date published: 2010

Date you read the article: 11-11-10


subTopic=Mammals&locID=kans93560&failover=0&srchtp=topic&topic=Animals&c=3&s

earchTerm=Buffalo%2B%2528Bison

%2529&ste=6&tbst=tsrch&tab=1&docNum=BX3201348141&bConts=39

Fact 3.

Buffalo were an important Native resource. They provided the materials for food, clothing, glue,

rope, drums, shields, baby rattles, fly swatters, and other items.

Article name: Living off the land

Author’s name: N/A

Date published: March-April 2007

Date you read the article:12-02-2010


subTopic=Mammals&locID=kans44498&failover=0&srchtp=topic&topic=Animals&c=4&searc

http://galenet.galegroup.com/servlet/KidsInfoBits?subTopic=Mammals&locID=kans44498&failover=0&srchtp=topic&topic=Animals&c=4&searchTerm=Buffalo%2B%2528Bison%2529&ste=8&tbst=tsrch&tab=2&docNum=A161552281&bConts=39






hTerm=Buffalo%2B%2528Bison

%2529&ste=8&tbst=tsrch&tab=2&docNum=A161552281&bConts=39

Opinion 1.I think they should stop killing buffalo, before the extinct !

Student 2 Power Point Slides Example:

Title Slide

Summary

Fact 1

Student 2’s Final Product:

Right CLICK HERE to see Student 2’scomplete Video Project onwww.animoto.com.

Fact 2

Opinions

Recommendation



http://animoto.com/play/UVaDg7CA11YP05UfjEOvew











Student Checklist/Rubric:

Name: Teacher’s Name:

In order to receive all of your points you must include the following information in yourfinal product. This checklist will be a tool for you keep track of what you have

finished and will also be turned in at the end for your teacher to record your grade.

Slide Information Check It

Off Here

Points

Earned

Slide One: Creative Title and Your Name /1

Slide Two: Summary of the Book /1

Slide Three: One Fact and Citation Included(One Point Each)

/1/1

Slide Four: One Fact and Citation Included

(One Point Each)

/1

/1

Slide Six: Your opinion about the book or

buffalos in general.

/1

Slide Seven: OPTIONAL extra opinion /1(extra)

Slide Eight: Rating and Recommendation

(One Point Each)

/1

/1

Effort: /2TOTAL: /11

Reflection:

Please share with me how you felt about our unit. What are some things you liked?

What are some things you think I should change for the future? How do you think

you personally did on the project?

gutierrez elementary instructional unit li876

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