lewism practicum info lesson

Melissa LewisInformation Literacy Lesson Plan

Information Literacy Lesson PlanMelissa Lewis

Practicum March 4, 2010


Action Example Template

GRADE: 4th Grade

TEACHER(S): Karen Easterly Smith

MEDIA SPECIALIST: Melissa Lewis

CONTENT TOPIC: Reading/Language Arts

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS Standard:

1. Inquire, think critically, and gain knowledge.2. Draw conclusions, make informed decisions, apply knowledge to new situations,

and create new knowledge.

Skills Indicator(s): 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.2.1.2: Organize knowledge so that it is useful.2.1.5: Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

CONNECTION TO LOCAL OR STATE STANDARDS Georgia Performance Standards:ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts

d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, cause and effect).

OVERVIEW: Essential Questions- How do you explain what a cause and what an effect are? How do you identify a cause and an effect? How do I determine the causes and effects for events read about in a variety of texts? This unit will be a series of three lessons that cover cause and effect. I will start with examples of real-life events that have cause and effect. I will use those examples to explain that the cause is WHY something happened and the effect is WHAT actually happened. The students will be led into identifying and creating both the cause and effect of events. Also, students will be taught how to identify the causes and effects of events inside a variety of texts, given guided practice on this skill by working with a partner, and then completing doing it independently.


FINAL PRODUCT: By the end of the lesson the students will know what a cause and what an effect are. They will be able to identify the cause and effect of events within a variety of texts. They will create a flip book of that displays cause and effect relationships correctly.

LIBRARY LESSON(S): ASSESSMENT The librarian and teacher will use two specific items to assess the students’ knowledge during this lesson:

1) Flip book2) Cause and Effect Quiz

• Product The product will be the flip book that they create during two of the lessons. The students will have two sides to their flip book: a cause and an effect. They will create ten different scenarios that contain both a cause and an effect, and place each in the correct category of their booklet. With each cause and effect the student will develop an illustration that reflects the words.

• Process EQ: What are a cause and an effect? DAY 1

1. Activating Strategy:The media specialist will begin by reading several real life events out loud to the students. Then together the students will help identify what happened in each situation and why it happened. The teacher will record the information into a T-Chart with the headings WHY and WHAT HAPPENED. After all of the events have been charted the teacher will then introduce the vocabulary words: cause and effect.

2. Activity One:The media specialist will then ask students if they know what each word means and will develop definitions for each word. The teacher will teach the students that the cause of a situation is WHY it happened, and then will write the word cause in the left column of the t-chart that is already created. She will then define the word effect as WHAT happened and label the other column with that word. The MS will then talk about several different key words are used to identify cause and effect relationships including: since, then, and, therefore, because, and hence. She will then ask the students to help her create several cause and effect situations. Together the MS will model and allow the students to practice determining the cause and effect of each situation by placing them in the T-Chart

3. Activity Two:The teacher will then hand out a t-chart labeled just like the model that was used during the whole group instruction. The students will work with a partner to create five causes and effects and place identify them correctly in their chart. As the students complete


this part of the task the teacher and MS will walk around the room to give any assistance or guidance as it is needed.

4. Summarizer:Students will be able to share the different causes and effects that they created with the class, and even come up to the smart board and chart them on the class t-chart. Then the teacher will ask each group of partners to come up with a definition of what a cause is and what an effect is, and a few groups will be called on to identify the definitions of both words.

DAY 2EQ: How do I create statements with a cause and effect relationship?1. Activating Strategy:

The teacher will prompt the students to talk to their neighbors to determine the definitions the words cause and effect. Then the teacher will call on several students to define each word. After the two words are defined the media specialist will play a cause and effect matching game from quia.com. The students will help to identify which phrase is a cause and which is an effect. Students may even be called on to walk up to the active board and identify the cause and effect that go together. http://www.quia.com/mc/94601.html

2. Activity One: The media specialist will use the examples from the opening activity to point out to the students that there are key words found in cause and effect relationships. On the active board she will have a list of those key words, and explain how they are used. She will make a point to teach the students that normally the cause comes before the effect, except when certain keywords are used. She will give an example using the word because. The students will help to create two or three cause and effect relationships using several more of the key words.

3. Activity Two:The media specialist will then explain the concept of the flip book. She will show the example that she has prepared and give directions in detail on how to complete this activity. She will explain that this is an individual assignment, point out the two columns of cause and effect, then explain and review how to create and scenario for each and telling them they are to complete six total. One other thing that the students will be instructed to do is to find and identify the key words of cause and effect they used in their flip book. After they have written the relationships they are to underline the key words. She will also instruct them to draw an illustration for each cause and effect, giving them an example by showing the flip book she already created as a model.

3. Activity Three:The teacher and media specialist will walk around to assist and re-direct students as they complete their books. Both instructors will ask different students to explain their

http://www.quia.com/mc/94601.html


books and the cause-and-effect scenarios they are creating. After the students have finished they will be able to share their flip books with the class.

Day 3EQ: How do you identify a cause and an effect relationship within a reading selection?1. Activating Strategy:

The teacher will have a list of three causes and the students will work with their neighbor to create an effect for each one. The media specialist will walk around to assist and observe. Then the students will give several different effects for each cause.

2. Activity One:Then the media specialist remind the students in identifying the key words that are used to create a cause and effect relationship using the examples created in the activating strategy. The students will then add the other key words that they can remember, creating a list on chart paper to post in the classroom.

3. Activity Two:The media specialist will then display a reading passage on the active board. Together the entire class will read the passage, determine the key cause and effect words, and identify the cause and effect relationship within the passage. Several more passages will be displayed and the media specialist will move from doing this as a whole class, to allowing the students to read and complete these independently. After each passage there will be two multiple choice questions about cause and effect that the students will answer. The class will read and complete questions for five reading passages total. As the media specialist is teaching this part of the unit, the teacher will walk around observe the students’ success with completing this skill.

4. Activity Three: The students will write in their reading journals to reflect on the two essential questions presented so far: What are a cause and an effect? How do you identify a cause and an effect? How do I create a cause and effect relationship? The students will also talk about what has been difficult about this concept and what they have enjoyed.

Day 4During this lesson the teacher will review the concept with the students and then they will take a cause and effect quiz.

• Student self-questioning The students will use self-questioning when writing in their journals and answering the essential questions of the unit.

INSTRUCTIONAL PLAN

• Resources students will use: - Crayons- Flip Book


- Pencil- Active Board- Internet- Reading Selection Paragraph Flip Chart

• Instruction/activities

o Direct instruction: The three different active board lessons will be used as direct instruction. The teacher and media specialist will directly teach the definition of the word cause and effect, the key words used to identify this concept, and how to write and identify them.

o Modeling and guided practice: There is a lot of modeling within the lessons of this unit. First the teacher and media specialist will model how to write a cause and effect. Also, the concept of how to create a flip book will be modeled for the students. Lastly, the teacher and media specialist model how to find the key words of cause and effect and identify this relationship within a reading passage.

o Independent practice: The students first create their own t-chart that lists several different cause and effect relationships, then go on to create a full flip book, and finally identify cause and effect relationships within reading passages independently.

o Sharing and reflecting: The students will share several different times throughout this unit. They will continually share different cause and effect relationships they come up with and will also share with the class the flip book they created. The students will be given a chance to reflect on what they have learned in their reading journals on the third day of instruction by answering the essential questions of the unit.

Reflection:

This was the second time that I had developed and implemented an information literacy lesson in direct collaboration with a classroom teacher, and I have to say it was much easier the second time. This time I was able to collaborate with a teacher that works in my same school, which enabled us to collaborate face to face. We met three different times to specifically go through plan this lesson. We started by looking at the data she had on her students primarily through the OAS test and a few other classroom assessments she had taken. We determined through the different data she had that cause and effect was still a topic that the students needed more instruction on. I was then able to pull in several different information literacy skills that I could cover while teaching about cause and effect. During our second meeting we focused on the different elements


of unit and developed the objectives, essential questions, and basic outline of our instructional strategies that we would use. Then we came back a third time and developed the specific materials we would need for the three lessons.

The implementation of the unit went very well. At first, this topic seemed hard for the students to understand, but as we continually reviewed this concept they began to make progress. By the end of the three days the majority of the students were able to create and identify the cause and effect relationships. The hardest thing for the students to understand was to identify the cause and effect when the relationship was reversed, meaning the effect came before the cause. This happens when the word because is used, which we pointed out several times during the unit but students still seemed to struggle with during the assessment.

Assessment Results:

Cause and effect T-Chart

Student Unable to Write Cause and Effect Relationships

Able to Write Cause and Effect Relationships

1 2 3 4 5 6 7 8 9 10 11 12 13 14 (ESOL) 15 16 17 18 19 20 21 22


23 24 25

Flip BookStudent Number of Correctly

Developed Cause and Effect Relationships (out of 6)

Number of Key Words Correctly Identified (Out of 6)

1 6 62 6 63 6 64 6 55 5 56 5 37 6 68 6 69 6 610 6 611 6 612 6 613 6 614 (ESOL) Shortened Assignment,

Completed with helpShortened Assignment, Completed with help

15 6 616 4 317 6 618 6 619 6 620 6 621 5 522 4 523 6 624 6 625 5 6

Most students were able to create these relationships from scratch, but several still had problems when they used the word because. They mixed up the cause and effect, not understanding which was which. Also, students had some trouble identifying the key words.


Cause and Effect QuizStudent Grade

1 922 1003 924 835 756 677 1008 929 8310 8311 8312 9213 8314 (ESOL) 83 with reading

accommodations15 9216 6717 9218 10019 9220 9221 7522 5823 10024 8325 92

lewism practicum info lesson

Documents