8/13/2019 Stallings Information Literacy Lesson Plan http://slidepdf.com/reader/full/stallings-information-literacy-lesson-plan 1/21 Stallings 1 Information Literacy Lesson Plan Adrien Stallings Georgia Southern University/ Go View FRIT 7136 Spring 2013 Dr. Repman Pathfinder: http://adrienstallings.yolasite.com/german-pathfinder.php
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8/13/2019 Stallings Information Literacy Lesson Plan
● Assess the quality and effectiveness of the learning product.
● Assess own ability to work with others in a group.
● Recognize the limits of your own personal knowledge.
Connection to Local or State Standards
MLII.INT1 The students understand spoken and written language on new and familiartopics presented through a variety of media in the target language, including authentic
materials. The students:
A. Identify main ideas and essential details when reading and listening.
B. Interpret culturally authentic materials and information.
C. Comprehend and follow oral and written instructions.
D. Demonstrate Novice-Mid to Novice-High proficiency in listening and reading
comprehension.
MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and
written messages in the target language. The students:A. Differentiate among increasingly complex statements, questions, and exclamations.
B. Interpret basic gestures, body language, and intonation that clarify a message.
MLII.P1 The students present information orally and in writing using familiar and
newly-acquired vocabulary, phrases, and patterns. The students:
A. Relate main ideas and essential details from level-appropriate print or non- print
material.
B. Give brief, organized oral presentations, using visual and technological support as
appropriate.
C. Write short, organized compositions, using visual and technologicalsupport as appropriate.
D. Demonstrate Novice-Mid to Novice-High proficiency in oral and written
presentations with respect to proper pronunciation, intonation, and writing mechanics.
MLII.P2 The students present rehearsed and unrehearsed material in the target language,
such as skits, poems, short narratives, and songs. The students:
A. Demonstrate Novice-Mid to Novice-High proficiency in pronunciation and
intonation when presenting material.
B. Demonstrate comprehension of material.
Common Core Standards:
CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United States, drawing on a wide reading
of world literature.
CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop experiences, events, and/or
CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish,
and update individual or shared writing products in response to ongoing feedback,
including new arguments or information.
CCSS.ELA-Literacy.W.11-12.3a Engage and orient the reader by setting out a problem,
situation, or observation and its significance, establishing one or multiple point(s) of view,
and introducing a narrator and/or characters; create a smooth progression of experiences
or events.
Overview:
Ms. Cona’s German II and German III students are learning about fairy tales and the
simple past. Their assignment requires them to work in small groups to re-write one of
Grimm’s fairy tales in the German language. This project will require them to work in
teams, plan and effectively communicate to develop a storyline, and use technology to
illustrate as well as practice their spoken language.
Final Product:
Students will create a video using Windows Movie Maker and Audacity software programs
to tell their modern fairy tales.
Library Lesson(s):
The Media Specialist portion of this lesson takes place over two class periods. One period
devoted to students selecting a fairy tale, brainstorming their modern spin on the events,
and a demonstration of blocking a storyboard for those who are ready to move on.
Storyboard blocking demonstrations will also be used by the classroom instructor. The
second day of instruction (not back to back) is for teaching students how to use the
software programs to create movies and audio files.
Assessment:
● Product- Videos are assessed by both the school library media specialist and the
classroom teacher. The SLMS is evaluating for use of images, transitions, andevidence of cooperative planning. The classroom teacher is primarily evaluating
grammar and pronunciation.
● Process- There are several checkpoints spread throughout the project to allow for
observation of collaboration, as well as observation and assistance with new
around the media center to check the process and progress of groups.
Day Two
○ Direct Instruction: In the media center groups are directed back to the site
for their project. Here they will look at the links for images and each
student will quickly download 10-15 images over any topic they choose inorder to create a sample movie maker project following the instructions of
the media specialist. Once this portion of large group instruction is
complete, one person from each group is taken to the conference room
where laptops and microphones are set up to teach students how to use
audacity to record their audio files.
○ Modeling & Guided Practice: Students are guided step-by step on how to
create a movie using Windows Movie Maker through handouts and
instruction modeled by the Media Specialist on the large screen. In training
students on the use of audacity, they are given a sample passage to read and
record in English. This file is saved in a format to allow editing and alsofinalized. A sample movie maker project is then create by the students using
stock images already on their computer (3-4 images) and their audio files
are uploaded and further manipulated.
○ Independent Practice: Individual students practice creating their sample
movies, familiarizing themselves with the software, transitions, text, saving
process, etc. While students are receiving small group instruction in the
conference room, their other group members are busy working on their
storyboards or downloading images for their video under the supervision of
their classroom instructor. Those students receiving students receiving
instruction on the use of Audacity are dismissed to return to their groupsand teach these skills to their group members when they are ready to record
their audio files.
○ Sharing & Reflecting: As instructors come around to each group, groups
will have the opportunity to reflect on what they have done correctly, where
they need assistance, and evaluate where they are in the process of
completing the assignment on time.
Note: Students had more than two days to complete this project; however, I was only able
to commit two days of my planning period for direct instruction.
Name of Author You’re Editing:_________________________________________________
Directions: Read a classmate’s rough draft of his/her first 100 words. As you read,make any corrections to their rough draft as needed (corrections may be in
spelling, grammar, capitalization, punctuation, etc.) In addition to making
corrections on the rough draft, answer the following questions (in English)
regarding the first 100 words of your classmate’s fairy tale.
1. Is there a title? If so, what is it? Is it simply “Märchen” or is it more descriptive
and creative?
2. Is the rough draft at least 100 words? How many words are there exactly?
3. Describe the opening to the fairy tale. Is there a good-set up, or does the story
simply start? Good introductions to fairy tales usually begin with something like “Eswar einmal ein Mädchen ...” or “Es gab einen Bauer ...” . If the story simply starts out
“Rotkäppchen ging zu ihrer Großmutter,” then some basic explanatory information is
missing.
8/13/2019 Stallings Information Literacy Lesson Plan
4. Does the first sentence (or two) clue you in to the fact that this is a fairy tale? For
example: does it mention specific fairy-tale characters (Prinz, König, Frosch) or
settings (Schloss, Hütte)? Does something else indicate that we’re dealing with a
traditional or folk-based story? If the story is a retelling from a different
perspective, what is the new perspective and is this perspective made clear?
5. Is it written in the simple past tense (e.g. kam, ging, war )? How many different
verbs are used in this first 100 words?
6. Are there any sections/sentences that simply aren’t clear? If so, put a wavy lineunder them. Does it seem to you that the problem is due to vocabulary (either
mis-chosen words or words that you don’t recognize), or to grammar/structural
problems, or is it simply incomprehensible?
7. Does the story progress logically? Obviously, fairy-tales have fantastic elements to
them, but they usually follow a certain logical progression. Does this story have any
8/13/2019 Stallings Information Literacy Lesson Plan