Lesson Snapshot BLOOM’S TAXONOMY Remembering, Understanding Applying Analyzing Evaluating Creating Objective: What should the student be able to do by the end of this lesson? Long Range Learning Target: I can Essential Learnings (s): What knowledge and skills are embedded in the objective? (Backward Mapping) Short Range Learning Targets: I can Assessment: Describe, briefly, what students will do to show that they have mastered (or made progress toward) the objective..RUBRIC and/or graphic organizer attached. Julius Zuke Co-Teacher: Subject Date: Periods:

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Are we there yet? Self-Assessment Rubric for period ____Teacher___________ I can do this very well. I can do this. I’m still working on this. I need help. Long range learning target: I can Details: Short range learning target #1 I can Details: Short range learning target #2 I can Details: Short range learning target #3 I can Details:

Rubric

Alignment to National Standards-- Information Literacy Indicators (AASL): 1. Inquire, Think Critically, and Gain Knowledge. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3. Share Knowledge and Participate Ethically and Productively as Members of Our Democratic Society. 4. Pursue Personal and Aesthetic Growth.

Self-Assessment Indicators Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary Use interaction with and feedback from teachers and peers to guide own inquiry process Monitor gathered information, and assess for gaps or weaknesses Seek appropriate help when it is needed Determine how to act on information (accept, reject, modify) Reflect on systematic process, and assess for completeness of investigation Recognize new knowledge and understanding Develop directions for future investigations.

Literary Indicators Respect the differing interests and experiences of others, and seek a variety of viewpoints Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern Create products that apply to authentic, real-world contexts Contribute to the exchange of ideas within and beyond the learning community Read, view, and listen for pleasure and personal growth Read widely and fluently to make connections with self, the world, and previous reading Seek opportunities for pursuing personal and aesthetic growth. 2.e Distinguish fact from opinion. 3.c Demonstrate respect for principles of intellectual freedom. 4.e Apply what is learned to their own lives.

Technology/Authentic Audience/Real Life Connections Create products that apply to authentic, real-world contexts Respond to literature and creative expressions of ideas in various formats and genres Connect understanding to the real world Contribute to the exchange of ideas within the learning community Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations Participate and collaborate as members of a social and intellectual network of learners Participate in the social exchange of ideas, both electronically and in person.

RESEARCH PROCESS INDICATORS Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community Respect the differing interests and experiences of others, and seek a variety of viewpoints Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern Create products that apply to authentic, real-world contexts Respect the principles of intellectual freedom Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future Assess the quality and effectiveness of the learning product Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints Practice safe and ethical behaviors in personal electronic communication and interaction 43.2 Recognize that resources are created for a variety of purposes Recognize the limits of own personal knowledge Recognize how to focus efforts in personal learning Develop personal criteria for gauging how effectively own ideas are expressed.

ASSESSMENT LIMITS 1.d Evaluate the quality of resources using. 1.f Use search strategies. 2.g Check the appropriateness of the sources they use. 2.h Use peer to peer and instructor feedback to guide the inquiry process. 2.3.b Follow ethical and legal guidelines in gathering, using, and sharing information. 3.b Follow ethical and legal guidelines in gathering, using, and sharing information. 3.e Use valid information and reasoned conclusions to make ethical decisions. 3.f Contribute their ideas both within and beyond the learning community. 3.g Consider and respect diverse and global perspectives in drawing conclusions and interpreting new ideas. 3.i Practice safe and responsible behaviors in electronic communication and interaction. 4.d Use creative and artistic formats to express personal response to information and ideas. 4.h Find the parts of a book.

Information Literacy Objectives: (Universal List) Skills Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life Use prior and background knowledge as context for new learning Develop and refine a range of questions to frame the search for new understanding Find, evaluate, and select appropriate sources to answer questions Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry Collaborate with others to broaden and deepen understanding Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge Organize knowledge so that it is useful Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations Use technology and other information tools to analyze and organize information.

Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems Use the writing process, media and visual literacy, and technology skills to create products that express new understandings Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning Participate and collaborate as members of a social and intellectual network of learners Use writing and speaking skills to communicate new understandings effectively Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess Connect learning to community issues.

3.1.6 Use information and technology ethically and responsibly Read, view, and listen for pleasure and personal growth Read widely and fluently to make connections with self, the world, and previous reading Respond to literature and creative expressions of ideas in various formats and genres Seek information for personal learning in a variety of formats and genres Connect ideas to own interests and previous knowledge and experience Organize personal knowledge in a way that can be called upon easily Use social networks and information tools to gather and share information Use creative and artistic formats to express personal learning.

Responsibilities Respect copyright/intellectual property rights of creators and producers Seek divergent perspectives during information gathering and assessment Follow ethical and legal guidelines in gathering and using information Contribute to the exchange of ideas within the learning community Use information technology responsibly Connect understanding to the real world Consider diverse and global perspectives in drawing conclusions Use valid information and reasoned conclusions to make ethical decisions Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community Respect the differing interests and experiences of others, and seek a variety of viewpoints.

3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern Create products that apply to authentic, real-world contexts Contribute to the exchange of ideas within and beyond the learning community Use information and knowledge in the service of democratic values Respect the principles of intellectual freedom Participate in the social exchange of ideas, both electronically and in person Recognize that resources are created for a variety of purposes Seek opportunities for pursuing personal and aesthetic growth Practice safe and ethical behaviors in personal electronic communication and interaction.

Self Assessment Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary Use interaction with and feedback from teachers and peers to guide own inquiry process Monitor gathered information, and assess for gaps or weaknesses Seek appropriate help when it is needed Determine how to act on information (accept, reject, modify) Reflect on systematic process, and assess for completeness of investigation Recognize new knowledge and understanding Develop directions for future investigations Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community Respect the differing interests and experiences of others, and seek a variety of viewpoints Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern Create products that apply to authentic, real-world contexts Contribute to the exchange of ideas within and beyond the learning community Use information and knowledge in the service of democratic values.

3.3.7 Respect the principles of intellectual freedom. Self Assessment Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future Assess the quality and effectiveness of the learning product Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints Identify own areas of interest Recognize the limits of own personal knowledge Recognize how to focus efforts in personal learning Interpret new information based on cultural and social context Develop personal criteria for gauging how effectively own ideas are expressed Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.

Assessment Limits: 1.a Clearly define a task. 1.b Develop appropriate questions (divergent and/or convergent). 1.c Select appropriate resources. 1.d Evaluate the quality of resources using. accuracy currency author type of resource fact and opinion 1.e Locate sources. 1.f Use search strategies. 1.g Navigate through text and illustrations to locate relevant information. 1.h Use print and technologies to locate information. 1.i Seek appropriate help when necessary. 1.j Use index, table of contents, glossary, Boolean, and keyword searches. 1.k Complete a simple bibliographic citation. 2.a Employ a variety of strategies and technologies to extract and organize information. 2.b Employ critical thinking and problem solving skills to make sense of information gathered from diverse sources. 2.c Synthesize information to support a thesis or idea.

2.d Quote or paraphrase ideas from sources. 2.e Distinguish fact from opinion. 2.f Evaluate the effectiveness of their research. 2.g Check the appropriateness of the sources they use. 2.h Use peer to peer and instructor feedback to guide the inquiry process. 2.i Be able to use a variety of production tools to create a product. 3.a Reflect on their learning. 3.b Follow ethical and legal guidelines in gathering, using, and sharing information. 3.c Demonstrate respect for principles of intellectual freedom. 3.d Give credit when using others’ ideas and products. 3.e Use valid information and reasoned conclusions to make ethical decisions. 3.f Contribute their ideas both within and beyond the learning community. 3.g Consider and respect diverse and global perspectives in drawing conclusions and interpreting new ideas. 3.h Share their learning through various strategies, technologies, and formats. 3.i Practice safe and responsible behaviors in electronic communication and interaction. 4.a Use readers’ advisory technologies and awards to find reading materials. 4.b Choose materials independently. 4.c Read widely for pleasure and personal growth. 4.d Use creative and artistic formats to express personal response to information and ideas. 4.e Apply what is learned to their own lives. 4.f Follow the rules for using materials. 4.g Follow the library rules and procedures. 4.h Find the parts of a book.

Sources of Information/ Getting There Books Web Sites Ways to Record Information Graphic Organizers Ways to Share Information Which software? Citations Saving Work

Skim. NOBODY understands everything. Do not copy word-for-word. Pretend you’re texting. Write only enough words to record the thought, then stop writing.

Materials and Resources Publisher Directions 1.Start 2.All Programs 3.Microsoft Publisher 4.Newsletters 5.Choose “Mobile” template. 6.Click in the area where you want to type or insert a picture 7.Start typing/paste a picture. 8.Click unwanted pictures and press the delete key. 9.To get to the other pages of the newsletter, click the number 2,3,4, etc. at the bottom of the screen. 10.When finished, save your work in MY DOCUMENTS Inserting Pictures 1.Find a picture on the internet. 2.Right-click on the picture. 3.Save as 4.Save in My Pictures 5.Insert 6.Picture 7.From File 8.Look in My Pictures 9.Click on the picture you saved. 10.Click INSERT.

Drop Box 1.Go to 2.Click the LOG IN button at the top of the screen. 3.In the username box, type your student ID number. 4.Check to make sure that the CAPS LOCK key on your keyboard is OFF. 5.In the password box, type your first name. The first letter should be a capital letter, and all of the other letters should be lower case. 6.Click the LOG IN button. 7.In the MY COURSES section of the web page, click on the link for your teacher. 8.On the left hand side of the screen, click COURSE TOOLS. 9.On the right hand side of the screen, click DIGITAL DROPBOX. 10.Click SEND FILE. 11.In the NAME box, type your first and last name. 12.Click the BROWSE button. Locate your report in My Documents. Click on the name of your report. Click the OPEN button. When you do this, the FILE box will fill up by itself. DO NOT TYPE IN THE FILE BOX! 13.Type the word HELLO in the COMMENT box. 14.At the bottom of the screen, click the SUBMIT button. 15.Click the OK button. You now have a copy of your report in the digital drop box. In addition, the teacher has now received a copy of your report. 16.Ask for help if something goes wrong.

Citations—Page 1 A citation is just a fancy word that means “note.” Citations tell where you got your information from. If you don’t include citations in your research, it is easy for people to assume that you didn’t do much research. Citations proved that you really looked around for a good answer. The easiest (and sloppiest) way to cite your work is to just give the title of the book or the URL (web address) for where the information came from. The most professional way to cite your work is to plug the title or URL (web address) into and create a citation that is respected worldwide by the Modern Language Association (MLA). Cite everything you take notes from. If you used two books and three web sites, you need five citations. If you used six web sites and three books, you need nine citations. Directions for making citations are on the back of this sheet.

Citations—Page Two 1. Go to 2. Click “book” or”website,” whichever applies. 3. Make sure the search box is empty. 4. If you are using a web site, skip to step #8. 5. If you are using a book, type in the title of the book, and click “find book.” 6. Click the green check next the book you used. 7. Skip to step # Paste the URL (web address) into the search box. Make sure the URL begins with 9. Click “load information.” 10. Click “add to my bibliography.” 11. Scroll to the top of the page and copy your citation. Paste it into your project. Citations should be in alphabetical order. My information came from health.nih.gov. "NIH - Health Information." NIH - Health Information. N.p., n.d. Web. 24 Feb

1. Go to 2. Tell the computer what kind of resource you are using. 3. Type in the book title or address, then click the FIND or LOAD button Scroll down to the bottom of the page.

5. Click here. 6. Scroll back to the top of the page.

7. Copy the citation exactly as it appears.

Clearly defined limits Frequent breaks Seating to reduce distractions Tutoring assistance (peer, pal, teacher, etc.) Proofreading to refine grammatical conventions. Proofreading to refine spelling conventions. Proofreading to refine writing structure. Proofreading to refine citations. Using technology to enhance the finished product. Using technology to submit the finished product. Using technology to publish the finished product within the local learning community. Using technology to communicate with the instructor. Researching to investigate a sidebar to the main topic. Researching to find alternate viewpoints. Reflecting and relating current knowledge to new situations or applications.

Review Additional time for reading assignments Adjustment of time allotment Amount of work the student is expected to complete

EXIT TICKET Name__________Date________Starting Time_______Ending Time_________ I worked within the time frame allotted and completed the task. True_____False_____ I lost focus during library research and needed direction. True_____False_____ I was unable to work independently in the library. I accomplished little. True_____False_____ I found most of the answers I was looking for. True_____False_____ I did not find very much useful information. True_____False_____ The materials I used were very helpful. True_____False_____ The materials I used did not help me very much. True_____False_____ I asked for help from the teachers in the room. True_____False_____ I used the help from the teachers in the room. True_____False_____ Here are some resources that I know not to use again: Here’s the new information I gained today: Based on the answers I just gave, here is what I need to do next time: Use of this form complies with the following AASL standards:

Processing Protocol Write the lesson Make the Posters Add to the Common Core Chart Add to the Plan Book Upload to TSS Print to teacher Add to both web pages