2. Classroom Outline:
• Three mini-lessons over six
days.
• 45 minutes each day.
• Use school laptop cart for each
mini-lesson.
• Group and independent
activities.
Requirement Outline:
• Collaborate to define a hero
• Choose a hero from your culture,
ancestry, or neighborhood.
• Research background
information on the hero.
• Present the information in a
PowerPoint.
3. AASL Learning Standards
#1 Inquire, think critically, and gain knowledge
1.1 Skills
1.2 Dispositions in Action
1.3 Responsibilities
1.4 Self-Assessment Strategies
Georgia Performance & Common Core Standards
Social Studies Standard (GPS) - SS4CG5
Common Core Standards (CCGPS) - ELACC4RI7,
ELACC4RI9, ELACC4RI3.
4. Standards and Principles
• AASL: 1.1 Skills
• GPS: SS4CG5
• DIF: Inquiry– What
information am I looking
for?
• Inquiry Principle: #1, #2,
Overview
• Topic: Inquiry Based
Learning, Digital Fluency,
Social Studies.
• Grade: Fifth
• Classroom: 28 students
• Duration: Two class
periods 45 minutes each.
5. EQ: What is a Hero?
• Large group discussion.
• Create a class list on
qualities of a hero.
• Talk about different heroes
in different cultures, places,
etc.
• Continue to brainstorm in
small groups.
• Homework: Five
characteristics and possible
heroes.
Technology Lesson
• Large group demonstration of a
graphic organizer using Word.
• Demonstrate inserting shapes.
• Demonstrate adding text.
• Introduce curated resources:
https://www.smore.com/g3g5
• Create a graphic organizer to
print and take home.
6. Small Group & Individual
• Review curated list:
https://www.smore.com/g3g
5
• Small group collaboration.
• Individual time to create an
outline.
• Hand out summary form.
• Assessment: Observe
during small groups. Check-
off outline.
• Homework: Note taking
form.
• My Hero Note-Taking Form
• Name
______________________________________
___ Date___________
• The hero I read about is
_____________________________________
• 1. Date and place of birth:
• 2. Family (parents, spouse, children, etc.):
• 3. A chronological account of his/her life:
• 4. Hardships or struggles s/he overcame:
• 5. Major accomplishments:
• 6. ____________________ demonstrated
heroism when:
• •
• •
• •
• •
• 7. _______________________’s behavior
reflected these characteristics of a hero.
Characteristic When or how
demonstrated
7. Standards and
Principles
AASL 1.2 Dispositions in
Action
AASL 1.3 Responsibilities
DIF: Evaluating - How
good is the information?
DIF: Using - How will I
ethically use the
information?
Inquiry Principle: #4, #7
and #8.
Overview
Introduce cyber ethics.
Discuss cheating and
plagiarism.
Discuss citing resources.
Examples of citing
references.
Discuss reliable
resources.
Teach students to find
reliable resources.
8. EQ: What is Plagiarism
• Sign Internet Safety
Contract (handout)
• Define plagiarism.
• Large group: Give
examples and ask if
plagiarism.
• Separate into pairs.
• Students use lap tops to
investigate scenarios.
How to Cite Resources
• Discuss the common types
of citing resources.
• Teach students to cite
common resources.
• Work in pairs to practice
citing resources.
• Handout on when and how
to cite references.
• Introduce curated list:
http://www.pearltrees.com/m
elisaeichele1
9. 3 2 1
One hero established Specific hero identified with supporting
information
Specific hero identified but information is
scattered with unrelated information
Unsure of specific hero.
2 reasons why the person is a hero. 2 reasons with 2 supporting details for each
reason.
2 reasons with 1 supporting detail for each
reason.
1 reason with weak supporting detail.
Why the hero was chosen. Reason is clear with supporting details. Reason is clear without supporting details. Reason is unclear and minimal supporting
details.
Title slide and reference slide done
correctly.
Title slide and reference slide free of errors. Title slide and reference slide with errors. Does not have both a title slide and a reference
slide.
5 slide minimum to address requires points. 5 clear slides with supporting information. 4 clear slides with supporting information 3 clear slides with supporting information.
3 references used 3 different resources used. 2 different resources used. 1 resource used.
Presentation is clear and organized The presentation is well done, organized, and
easy to understand.
The presentation is unorganized but easy to
understand.
The presentation is unorganized and difficult to
understand.
Punctuation, Spelling, and Grammar Contains few (if any) errors. Contains multiple errors. But the meaning and
objective are still clear.
Contains many errors that interfere with the
meaning.
Pictures and graphics used 2 pictures and graphics used. 1 picture or graphic used. Pictures and graphics used but unrelated or
unorganized.
PowerPoint rules. Bullet points contain 7 words or less with
speaker notes for explanations.
Bullet points contain more than 7 words (or a
complete sentence) with speaker notes.
Bullet points are long and contain all the
explanations and/or no speaker notes.
Checkpoints: Outline Yes
Note taking form Yes
Plagiarism scenarios Yes
10. • Discuss rubric and answer
questions.
• Discuss timeline for the end of
the project.
• Large group lesson on reliable
resources with handout
(http://www.pearltrees.com/meli
saeichele1)
• Separate into pairs to find
reliable resources for project.
Day 2
11. Standards and Principles
• AASL 1.4 Self-
Assessment Strategies.
• CCGPS: ELACC4R17,
ELACC4R19,
ELACC4R13
• DIF: Using – How will I
ethically use this
information?
• Inquiry Principle: #4 and #
5
Overview
• Review assignment.
• Review learned skills.
• Organize materials.
• Research information.
• Complete the PowerPoint.
12. EQ: How do I create a
PowerPoint
• Review requirements.
• Example of a PowerPoint.
• Large group: Open
PowerPoint and navigate.
• Which students are
familiar with PowerPoint.
• Introduce curated list of
resources.
http://www.symbaloo.com/
mix/webmixcollection411
How will I organize my
information?
• Example of an organized
PowerPoint.
• Discuss PowerPoint slide
rules.
• Outline presentation.
• Use specific resources on
curated list
• Give examples of placing
pictures and graphics.
13. • Go through requirements.
• Ask students to check off
information requirements.
• Complete the PowerPoint
project.Day 2 – Finish the
Project
Hinweis der Redaktion
Picture retrieved (Yahoo Images, 2014). The lesson will consist of three mini-lessons to create one final project. The students will complete each mini-lesson to learn different aspects of using technology to create a presentation. The students will collaborate in small groups and work independently to complete the project. The students will use the school lap tops during specific lesson times to complete the project.
Picture retrieved (Yahoo Images, 2014). The three mini-lessons will include standards from the American Association of School Libraries (AASL). The main standard will be #1 Inquire, think critically, and gain knowledge. Specifically principles from sub-standards 1.1, 1.2, 1.3, and 1.4. The three mini-lessons will include Georgia Performance Standard (GPS)- SS4CG5: The student will name positive character traits of key historical figures and government leaders (honesty, patriotism, courage, trustworthiness). They will also include Georgia Common Core Standards (CCGPS)- ELACC4RI7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. ELACC4RI9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. ELACC4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Image retrieved from (Yahoo Images, 2014). AASL standards: 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make real world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. Georgia Performance Standard (GPS): SS4CG5 The student will name positive character traits of key historical figures and government leaders (honesty, patriotism, courage, trustworthiness). Digital Information Fluency (DIF): What information am I looking for? Inquiry Principle: #1 Authentic task for learning. The assignment is authentic to the real world. #2 Deep understanding. Establish learning goals and the essential question.
Picture retrieved (Yahoo Images, 2014). Introduce the lesson in a large group discussion. Ask the students the EQ: What is a hero? Create a class list on the white board. Talk about relating to the chosen hero. Specify, the chosen hero must not be offensive to different cultures or people in the classroom. Example: George Washington is a hero to many Americans for his presidency and Lazaro Cardenas is a hero to Mexico for his time as president. Talk about different neighborhood heroes like a fireman or a leader in a neighborhood children’s program. Also in a large group open a word document on the interactive white board. Introduce curated list of resources. Separate the students into seven groups of four. Ask one student to type on a laptop. Create a list of characteristics of a hero. Narrow the collaborated list to 10. Create a group graphic organizer of the 10 choices. Print out the list and each team member will take home a copy. Homework assignment: Narrow the list to five characteristics that you find most important. Talk to family or research at home. Find a hero you would like to talk about. This hero should connect to you in one way. Come back to class with five characteristics and a chosen hero (or narrowed list of possible heroes). Email curated resources to parent/student and post on school website.
Note taking form retrieved from (readwritethink.org, 2014). Review in large group. Review homework assignment. Review curated list of resources. Place students in small groups to discuss characteristics and hero choice (or choices). Why did you choose these people? Discuss ideas for the project. Individual assignment: Create an outline for the final project. Choose one hero and two reasons why they are a hero. Add two supporting details to each reason. Use the summary form to make decisions and create a final outline. The outline must be checked off at the end of class. Assessment: Observe discussions during small groups to ensure understanding. Check –off final outline to ensure progress. Homework: Begin working on note taking form. If you research at home write down the resources.
AASL 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. 1.3.1 Respect copyright/ intellectual property rights of creators and producers. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.5 Use information technology responsibly. Digital Information Fluency: How will I ethically use this information will be addressed during the cheating and citing resources portion. How good is the information will be addressed during the reliable resources portion. Inquiry Principle #4 Assessment for Learning. Inquiry Principle #7 Success for all Students. Inquiry Principle #8 Ethical Citizenship. The two day mini-lesson will focus on ethical use of information and finding reliable resources. The students will learn when and how to cite resources. The students will work in pairs to learn when and how they cite resources. The students will also learn how to find reliable resources to enhance their project.
Image retrieved (Yahoo Images, 2014). Reference handouts used in mini-lesson: Internet Safety Contract, When to site references and how, Quick list of finding reliable sources. Create user friendly handouts with curated resources http://www.pearltrees.com/melisaeichele1. The students will sign an internet safety contract. In large group define plagiarism and cheating. Talk about different scenarios and ask student opinions. Separate into pairs with lap tops. Give each pair different scenarios and ask them to determine if plagiarism or not. Keep students in groups and space and discuss the common types of resources they may find during the project. Discuss how to cite resources. Introduce handout for reference. Place examples of citing references on the interactive white board. Ask students to work in pairs and site three different types of references. Assessment: Observe discussions during small groups to ensure understanding. Check off the note taking form for the hero and the plagiarism scenarios. Homework: Finalize information for the project. Who is your hero? Do you have two reasons why they are a hero? Hand out assignment requirements for students to start refining their information. Requirements: One hero, two reasons why they are admired or a hero, why did you choose this person? Use a minimum of three resources for the information. Cite the references properly. Presentation must contain a tile slide, reference slide, and a minimum of five slides representing the previous information. (see rubric next slide). Send the curated list to the parents/students and post on the school website.
Close mini-lesson 2 (day 1) with the rubric. Give a brief overview. Open mini-lesson 2 (day 2) with detailed explanations, examples, expectations, and answer questions. Time limit 10 minutes then individual questions cn be answered during a different time.
Image retrieved (Yahoo Images, 1014). Discuss the rubric and answer questions. Discuss timeline for remaining class periods. Tomorrow each student must have their hero, two reasons why they are a hero, three reliable resources, and the reason why this hero was chosen. Strongly suggest having the specific supporting details. The students must return to class on Monday with all of the report information ready to place in the PowerPoint. If resources are available outside of school (home, library, etc) the students should have all their ideas done including graphics. The finished PowerPoint is due at the end of class on Monday. Give handout to each student. Review handout and discuss reliable resources. Place students in pairs. Ask them to find three reliable resources for their project. Assessment: Observe resources as students are researching. Homework: Prepare to finish the project by the end of the day Monday.
Image retrieved from (Yahoo Images, 2014). AASL Standards:1.4.1Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when it is need. Georgia Common Core Standards (CCGPS) ELACC4RI7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. ELACC4RI9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. ELACC4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Digital informational Fluency How will I ethically use this information will be addressed during the final PowerPoint phase. Inquiry Principle: Assessment for learning. Inquiry Principle Appropriate use of technology. Review the assignment in large group. Review the skills on research, ethics, and finding reliable resources. Ask the students to continue researching and organizing material for the project. Open PowerPoint for the students to look and explore. Quick conference with each student about their information and preparing for the final project. Assessment: Conference. Homework: Prepare to put the PowerPoint together.
Image retrieved from (Yahoo Images, 2014). Review the requirements of the presentation. Review the information that must be covered. Give an example of a PowerPoint. Give out laptop computers for students to work with. On interactive white board navigate PowerPoint with the students. Find out which students are familiar with PowerPoint and designate them peer helpers. Introduce the curated list of resources http://www.symbaloo.com/mix/webmixcollection411. Review the resources focusing on simple and helpful websites. Give examples of graphics and pictures in a PowrPoint. Ask the students to begin working on the PowerPoint presentation with their hero information. Assist students and ask peer helpers to guide students. Help students get organized with information. Assessment: help students and observe the progress. Homework: Be prepared to complete presentation on Monday. Remind students about references and a reference page.
Image retrieved from Yahoo Images. Review the requirements of the information expected on the PowerPoint. Ask the students to check off each requirement to ensure they have everything. Assist the students to complete the PowerPoint. The assignment is due at the end of class.