Final Project (Week 12)InstructionsEDTC605 Final Project Information Literacy Unit PlanFor the final project in this course, you are going to create a unit plan for your classroom (or your future clas

Unit Plan Template

Name:

Unit Title/Topic:

Content Area:

Grade Level(s):

Student Content Standards (e.g., national, state, or district)

(Generally, any given lesson addresses multiple standards interwoven together. Choose only the most important standards (2 or 3) to cite. Keep in mind that the standards you reference are the ones you will want to explain in your analysis and reflection sections. If you list too many standards, you will not be able to focus in depth on how your lesson helps students achieve any of them.

Please cite the publication information for the standards you use, using APA Style, with correct in-text citations and references at the end. Use direct quotations when applicable.)

Learning Objectives for 5-Day Unit: (State what students are supposed to learn or what skills they are supposed to demonstrate, not what activities they will perform. Also keep in mind that objectives are not what you are doing as a teacher, but what students are learning. Objectives should be measurable.)

Information Literacy Objectives: (To keep matters simple, we shall work from 6 basic information literacy objectives. You may, however, incorporate other objectives from the other information literacy standards if you want to. These are derived from the first three information literacy standards as well as the eighth as defined by the American Association for School Librarians. In this section, list the information literacy objectives for your unit plan. Since it is a unit plan, you should incorporate components from all 6 standards.

• Define the information need: focus the topic, develop search statement, decide what information is needed, identify keywords, determine format for end product

• Locate information: develop a research plan, determine best sources, locate sources, find information within sources

• Process the information: interpret the information, evaluate the usefulness of the information, extract and record information, draw conclusions

• Create and communicate results: organize the information from all sources, create a product to communicate the information, cite sources used, present/perform/share

• Cite the sources used in a correct format (either MLA or APA or a simplified version of either)

• Assess process and product: evaluate the research process, evaluate the quality of the product (this refers to student assessment of their work, not your assessment of student work). Iowa City Community School District. (1998). Developing an information literacy plan. (Ed. M.J. Langhorne). New York: Neal-Schuman Publishers.

Prerequisite Student Skills: What are the skills students need to have before they can successfully complete this unit?

Materials: (links, presentations, instructions, handouts, activity directions, etc.) In this section you should list all the materials the students need. You may use resources you already have access to or find on the web as long as you properly cite them. Attach your materials to the unit plan.

Examples:

• A list of websites or subscription necessary to teach your unit

• Handouts, Worksheets, Assignment Directions

• Videos or Presentations

• Assessments

Brief Overview of Unit (two-to-four sentences): What is this unit about; what will the students learn; how will this be accomplished?

Teacher To Teacher: (What comments would like to share with other teachers who might want to use a similar unit?)

Procedures/Daily Activities (provide a detailed, step-by-step and day by day description of the unit).

Here you should describe each day's activities: what the students will be doing, where they will be working, how (individually, in groups) and what you will be doing. If you involve the library/ media center/learning commons, you must include that.

Student Assessment and Evaluation (How will you assess students’ understanding and development of information literacy skills? You don't have to reinvent the wheel. If you find a logical and useful assessment online, you may use that--just remember to adapt it to your lesson and cite it).

In well-organized paragraphs analyze your reasons for selecting the activities you did and their relationship to your goals. Include the following points.

Rationale for Activities:

• Why did you select these activities to achieve your goals?

• How do the activities help students master each of the information literacy standards you named in your objectives in Part A?

• How does this lesson fit into your curriculum?

• What made the unit appropriate for your particular students? (In answering this question, be sure to describe relevant aspects of the student population that shaped your unit [(e.g., number of students, student developmental levels, student resources at home]).

Explanation of the Information Literacy Component: (How do the activities you have selected promote information literacy? How do they advance student learning generally and language acquisition specifically?)

In well-organized paragraphs, reflect on how your unit lesson plan demonstrates what you have learned about information literacy. Include the following points:

Your Learning about Information Literacy: Which of the information literacy components in your unit had you used before? What is specifically new for you in this information literacy unit? How does this unit represent a stretch for you? If it was not a stretch, explain why. What did you learn as you prepared the unit? How does this lesson reflect your philosophy of teaching?

Future Explorations: What avenues might you want to explore the next time you do a similar lesson? Why?

Annotated Citations: In addition to citing any print or online resources you used, in APA style, describe each and how it was used in the development of your unit.

D. Reflection on the Semester

In a well-organized essay of one to two pages, reflect on the semester, including (1) what you have learned about integrating information literacy in assignments and in schools and (2) what your goals are for the near future. Be as specific as you can.

You should use the following questions as guidelines for what to include:

1. What are the most important ideas and skills you learned this semester and why do they matter to you? What caused your learning (Provide specific details about which class materials helped you to learn to illustrate what you say)? How will these ideas and skills improve your teaching and research? What impact did the readings and other class activities have on your thinking (Refer to specific readings and/or activities and explain how they helped you to gain new perspectives)?

2. What are your goals in the near future (next two years) related to promoting information literacy in your own classroom, in your own learning, or in your school?

Grading:

A. Lesson Plan: 60%

B. Analysis: 15%

C. Reflection: 15%

D. Reflection on Semester: 10%