Final+921

M Lee 921 Final Project I. Instructors A. M Lee, LMS B. Language Arts instructors; Sean, Ellen, Esther II. Audience  A.  Homer High School Homer, Alaska  B.  Sophomore Language Arts class  C.  STR 25:1 class size III. Unit NIGHT by Wiesel and Worldwide humanitarian efforts A. Topic: NIGHT by Elie Wiesel. Students will read NIGHT to meet state literary requirements and standards After reading the above book, students will research to create a tri-fold pamphlet about a non- profit worldwide humanitarian agency. The goal is to read about human atrocities and create posts and reflections about humanity. In contrast, students will then research and share worldwide humanitarian efforts to halt human atrocities. B Timeline 1. Day 1: Sean will introduce the literary work, NIGHT by Elie Wiesel Students will begin a KWHL worksheet which is posted on the classroom blog. Sean will assign reading in the NIGHT p. 3-48 2. Day 2 Students will make additions to a teacher created blog about German concentration camps during World War II. Students will seek out Internet sources of artwork using Flick’r created by Jewish captives of concentration camps and create a three day in the life of a prisoner journal entry about the setting of the art and the “story behind the picture.” (Pictures will be linked to the class blog giving correct AMA citation). The final document will be in a power point presentation 3. Day 3 Students will locate and listen to podcasts from Jewish captives of German Concentration Camps during WWII. Read remainder of NIGHT by Wiesel and post to the classroom blog reader responses. Students will respond to at least 2 other classmates above their post about their interpretations of NIGHT 2. Day 4: Library day. LMS will instruct students in using print and electronic library resources in order to search Humanitarian groups. Students will begin work on Big6 worksheet (Differentiated Instruction) to organize and complete research for this project. Time for students to ask clarifying questions before and during research 3. Day 5: Research, individual teacher/librarian conferences, and formatting for tri-fold pamphlet. Opportunity for meta-cognition by student to think about their thinking- stop to reflect and share with others what they are finding and what process they went through to get there. Look for video Internet posts of Humanitarian efforts. Make constructive comments to at least 3 other classmates about their posts. 4. Day 6: Student’s present their prepared demonstrations of their work with friends, family, and other classes invited in LMC. Student projects displayed in a “center” format in LMC. Classroom blog is projected 5. Day 7: Feedback to students C Location of lesson: Learning Laboratory (library) Language Arts Classroom IV. Instructional Objectives A. Teacher’s objectives for the students 1. Students will inquire, think critically, and gain knowledge 2. Students will draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge 3. Students will share knowledge and participate ethically and productively as members of our democratic society 4. Students will pursue personal and aesthetic growth 5. Students will evaluate the validity, relevancy, currency and accuracy of information 5. Synthesize information and prepare a tri-fold Word document B. LMS’s objectives for the students 1. Students will effectively use the library to access print and electronic research materials (Content Standard 1) 2. Students will refine and revise the information need to meet the specific format, purpose and scope of the project (Content Standard 1) 3. Students will extract knowledge from resources (print and non-print) (Content Standard 2) 4. Students will cite information and sources correctly using MLA format (print and non-print) (Content Standard 2) 5. Students will identify the library staff as approachable resources 6. Students will learn to incorporate technology effectively in presentations and portfolios (Content Standard 4) 1.1.3 //Develop and refine a range of questions to frame the search for new understanding//. 1.2.//1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.// 1. Wiesel, Elie. __Night__//,// New Jersey: Prentice-Hall, Inc., 2000 2. Students will find their own printed materials using the electronic card catalog. I will highlight the following books from the library collection: Lang, Daniel. __A Backward Look__. New York: McGraw-Hill, 1979. Grunfeld, Frederic. __The Hitler File__. United States: Random House, 1974. Herzstein, Robert Edwin. __The Nazis__. Alexandria, VA: Time-Life Books, 1980. B. Electronic resources 1. Statewide Library Electronic Doorway. 2004. Retrieved March 10, 2008, from [|**http://www.sled.ak.us**]. 2. State Affiliate of the National Endowment for the Humanities. (1999-2008). //Holocaust Survivors//. Retrieved July 20, 2008, from [|**http://www.holocaustsurvivors.org**] 3. Florida Center for Instructional Technology//,// College of Education, University of South Florida.(2005). //[|**A Teacher's Guide to the Holocaust**]// //. // Retrieved July 20, 2008, from [|**http://www.fcit.usf.edu/holocaust**] C. Paper, markers, colored pencils, water colors for creation of tri-fold pamphlet VI. Instructor Resources and Information  A.  edublogs.edu Edublogs are completely free and specifically designed for those in the education profession. Tutorials are provided to assist with implementing blogs into the curriculum. B. utube C. Flick’r Process Model Worksheet- Appendix A Differentiated Instruction to be posted on classroom blog ** 5. Synthesis 6. Evaluation ** ||  1. ** Task Definition ** : What am I supposed to do? Create a tri-fold pamphlet “selling” a worldwide non-profit organization. What information do I need in order to do this (Consider listing in question form)  2. ** Information Seeking Strategies ** : brainstorm idea What information is best: List the best sources to find information. 1. 2.  3.  4.  5.  How can I tell if the information is relevant, appropriate and accurate? o  I will find free web sites and use a web site evaluation guide for each that I use. 3. **Location and access:** Where do I find sources? school library public library personal library internet videos other I am **//required to have three sources// including one book.** 4. **Use of information**: How will I record new information? How do I give credit for quotations and sources? What will my final project look like? **//A tri-fold pamphlet//** 6. **Evaluation**: Was my project complete? Was my project complete? Did I answer the big question? How well did I use the information I found? Did I credit all of my sources? Was my presentation effective? Task Definition 5 points Information seeking strategy 5 points Sources 5 points Citations 5 points Information gathering 5 points Self-evaluation 5 points presentation 20 points  A. Teacher’s objectives for the students 1. Students will know how to access information through local, national and international sources in printed and electronic formats; allowing for inquiry, critically thinking, and to gain knowledge 2. Students will draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge 3. Students will share knowledge and participate ethically and productively as members of our democratic society 4. Students will pursue personal and aesthetic growth 5. Students will assimilate and understand how newly acquired information relates to oneself and others (AKLA, 2000). 1.1.3 //Develop and refine a range of questions to frame the search for new understanding//. 1.2.//1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.// B. LMS’s objectives for the students 1. Students will effectively use the library to access print and electronic research materials (Content Standard 1) 2. Students will extract knowledge from resources (print and non- print) (Content Standard 2) 3. Students will identify the library staff as approachable resources 1. Students will find their own printed materials using the electronic card catalog B. Electronic resources 1. Statewide Library Electronic Doorway. 2004. Retrieved March 10, 2008, from [|**http://www.sled.ak.us**]. VI. Instructor Resources and Information Process Model Worksheet- 1. Grading Rubric – Appendix D  2. Collaboration with classroom Language Arts instructors Appendix A Differentiated Instruction to be posted on class blog  Graphic Organizer- Appendix C Differentiated Instruction to be posted on classroom blog Share what you know http://www.sdcoe.k12.ca.us/score/actbank/scluster.htm  Grading Rubric –Appendix D // The student will share knowledge and participate ethically and productively as members of our democratic society // . Scoring || The student will make posts to the classroom blog about each chapter in the book NIGHT. 1 || The student will make posts to the classroom blog about each chapter in the book NIGHT and respond to at least one other post. Students will synthesize information and consider the effect on self and others 2 || The student will make posts to the classroom blog about each chapter in the book NIGHT and respond to at least two other posts. Students will synthesize information and consider the effect on self and others and organize research to support a point of view. 3 || // The student will think logically and reflectively in order to present and explain position based on relevant and reliable information // Scoring || The student will analyze information for quality, validity The student created a pamphlet using scissors to cut and paste information 1 || The student will analyze information for quality, validity, reliability using correct citation and bibliographic form and determine appropriateness to the topic and personal point of view. The student was able to use computer technology to import graphics in creating a final project 2 || The student will site correctly sources used to create a pamphlet. Students will analyze and organize information to determine a personal view and defend a position. The student will design a professional pamphlet using technology to import graphics. 3 || Student Assessment The student assesses him/herself as to how the humanitarian topic was narrowed down and decided on. (Make a list/log of what you did first, next, next, etc. Include comments about problems you had.) Long, D. (Oct 2007). Increasing literacy in the high school library: Collaboration makes it happen. //Teacher Librarian//, 35.1: 13(4). Accessed 6/18/08, from InfoTrac database. Diana, J. (May 12, 2008).//Use a Big6 Approach to Create Plagiarism-Proof Assignments// (eNews 9.2, 2) eNewsletter. Accessed 6/18/08. Alaska Association of School Librarians. Library/Information Literacy Standards, Student Content Standards for School Libraries. Available at: [|**http://www.akla.org/alas;/lib/studentstandards.html**] Accessed 6/17/08. ==Story-Huffman, R. //(// April 11, 2008 // ).  [|**How to Integrate Information Literacy into Higher Education Curriculum (eNews 9.2, 1)**], //[|**eNewsletter**]. Accessed 6/18/08.  == Loertscher, D. (2003). //Project Achievement (A National Initiative to Collect and Present Evidence that Links Library Media Programs to Student Achievement, 2003-05).//Accessed 6/18/08. =Todd, R. (April 08). The Evidence-Based Manifesto for School Librarians If school librarians can’t prove they make a difference, they may cease to exist. //School Library Journal//. Accessed 8/18/08. = http://weblogg-ed.com http://www.ahistoryteacher.com/necc2006/HolocaustWikiProject2006.pdf
 * AASL Standards **
 * 1) Materials used for the students
 * 2) Print resources
 * Student Name:___Class:___ **
 * Task: //Create a tri-fold pamphlet about a non-profit humanitarian agency to show their mission and contributions.// **
 * ** 1. Task Definition 2. Information Seeking Strategies 3. Location and Access 4. Use of Information **
 * I will use only information evaluated by and provided by my teachers or librarians, including databases to which the school subscribes
 * take notes using cards
 * take notes on notebook paper
 * 2- column notes
 * illustrate concepts
 * other
 * // MLA format required //**
 * 1) ** Synthesize: **  Gathering information
 * Self-evaluation **
 * What have I learned that I will use again? **
 * Teacher evaluation **
 * Project total     50 points **.
 * Cut and paste pertinent information || Predict, ask questions, clarify, and summarize ||
 * Source: || ||
 * AASL Standards **
 * 1) Materials used for the students
 * 2) Print resources
 * Student Name:_Class:_ **
 * Task: Sharing what you know about German Concentration Camps and their prisoners. **
 * K stands for what you **know** about the subject || W stands for determining what you **want** to learn, || H stands for **how** you cam learn more || L stands for identifying what you **learn** as you read ||
 * Grading Rubric for World-wide humanitarian effort pamphlet ||
 * Content Standard Minimum Standard Exemplary || ** 1.1.3 **
 * ** 1.2.//1// **