Information Lit. Lesson w/Pathfinder: Dolly Morris Fa11, FRIT7136Pathfinder: http://hmstudiesliteraturegenres.wikispaces.com/

GRADE: 8th TEACHER(S): Mrs. Morris & Mrs. L

CONTENT TOPIC: Literature Genres(Part of the larger unit: Elements of Literature, Short Stories, and Informal Response(s) to Literature)

CONNECTION TO ALA STANDARDS:Standards for the 21st Century Learner Goals:Standard(s):Standard 1: Inquire, Think Critically, and Gain KnowledgeStandard 2: Draw Conclusions, Make Informed Decisions, Apply Knowledge to New Situations, Create New KnowledgeStandard 3: Share Knowledge, Participate Ethically, Participate Productively (for cause)Standard 4: Pursue Personal and Aesthetic (appreciation of beauty) Growth

Skills Indicator(s):1.1.1 – Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.1.1.2 – Use prior and background knowledge as context for new learning1.1.3 – Develop and refine a range of questions to frame the search for new understanding 1.1.8 – Demonstrate mastery of technology tools for accessing information and pursuing inquiry2.1.1 – 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.2.1.3 – Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.2.1.6 – Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.3.1.2 – Participate and collaborate as members of a social & intellectual network of learners3.1.4 – Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess3.1.5 – Connect learning to community issues4.1.1 – Read, view, and listen for pleasure and personal growth

4.1.2 – Read widely and fluently to make connections with self, the world, and previous reading4.1.3 – Respond to literature and creative expressions of ideas in various formats and genres4.1.4 – Seek information for personal learning in a variety of formats and genres4.1.6 – Organize personal knowledge in a way that can be called upon easily4.1.7 – Use social networks and information tools to gather and share information4.1.8 – Use creative and artistic formats to express personal learning

Benchmark(s):Standard 1: Use a critical-thinking process that involves asking questions,

investigating the answers, and developing new understandings for personal or academic independent-learning activities

Analyze what is already known, or what is observed or experienced to predict answers to inquiry questions

Use technology resources such as online encyclopedias, online databases and Web subject directories, to locate information

Select and use grade-level appropriate electronic reference materials and teacher-selected websites to answer questions

Standard 2: Interpret information and ideas by defining, classifying, and inferring

from information in text Draw conclusions based on explicit and implied information Follow steps of a writing/creation process Create products that incorporate writing, visuals, and of the forms of

media to convey message and main points Cite all sources using correct bibliographic formatStandard 3: Practice responsible and ethical use of information resources, both in

their own library and in other institutions Share reading experiences and favorite literature to build a

relationship with others Use a variety of media and formats to create and edit products that

communicate syntheses of information and ideas Base opinions on information from multiple sources of authority Use real-world examples to establish authenticityStandard 4: Read, listen to, and view an increasingly wide range of genres and

formats for recreation and information Recognize features of various genres and use different reading

strategies for understanding Read books from various genres

Respond to images and feelings evoked by a literary or artistic works Use illustrations, context, graphics, and layout to extract meaning

from different formats Describe the characteristics of different genres Select resources for classroom learning and for personal exploration Develop visual pictures of the main ideas and design concept maps,

webs, or graphics to capture the ideas Apply technology productivity tools to meet personal needs Use multimedia-authoring tools for independent and collaborative

publishing activities Experiment with various types of multimedia applications for artistic

and personal expression

Dispositions Indicator(s):2.2.4 – Demonstrate personal productivity by completing products to express learning1.2.1 – Display initiative and engagement by posing questions and investigating answers beyond the collection of superficial facts3.2.1 – Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situationsResponsibilities Indicator(s):1.3.5 – Use information technology responsibly2.3.1 – Connect understanding to the real world3.3.5 – Contribute to the exchange of ideas within and beyond the learning communitySelf-Assessment Strategies Indicator(s):1.4.4 – Seek appropriate help when it is needed3.4.2 – Assess the quality and effectiveness of the learning product2.4.2 – Reflect on systematic process and assess for completion of investigation4.4.5 – Develop personal criteria for gauging how effectively own ideas are expressed1.4.1 – Monitor own information seeking processes for effectiveness and progress, and adapt as necessary1.4.3 – Monitor gathered information and assess for gaps or weaknesses

CONNECTION TO LOCAL OR STATE STANDARDS:(List here relevant content, information literacy, and technology standards)

GPS Unit Standard: ELA8R1 – Student demonstrates comprehension and shows evidence

of a warranted and responsible explanation of a variety of literary and informational texts.

Common Core Grade 6-8 Reading Standards for Literature:

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Common Core Grade 6-8 Technology Standards: Follow precisely a multistep procedure when carrying out

experiments, taking measurements, or performing technical tasks. Determine the meaning of symbols, key terms, and other domain-

specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

NCTE/IRA National Standards for the English Language Arts:(National Council for Teachers of English & Internat’l. Reading Assoc.) Students read a wide range of print and nonprint texts to build an

understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

OVERVIEW:The 8th grade students of Mrs. L’s class are beginning to study expository writing tied to nonfiction text research. To assist them in choosing appropriate sources designed to provide the information that they need for their writing projects, it is necessary to provide background knowledge about differences in print sources by conducting a parallel reading study on literature genres. The class has just finished reading Edgar Allen Poe’s “Tell-tale Heart”.

Mrs. L has asked me to introduce students to the various literature genres with their characteristics and allow students to explore the genres offered in our school library as well as suggestions for titles possibly available in other locations collections (genre book list). Further, students should produce a product that reveals their understanding of genre types, characteristics, and elements of plot (character/problem/lesson) to include text-specific details as evidence of each. By initially reviewing a sample of genre study passages in cooperative groups in the SLMC, the group completion of a “Tell-tale Heart” guided practice bookmark, and the selection and reading, over a 3-week time period, of a book from the SLMC online catalogue fantasy, historical fiction, mystery, realistic fiction, or science fiction collection, the students will ultimately create an independent bookmark and book review on what they have personally chosen to

read utilizing a SLMS-created wiki with directions and resources.

FINAL PRODUCT:Genre-specific Bookmark & Book Review with text-based evidence of characteristics.

LIBRARY LESSON(S):As part of cooperative learning groups, the students will access an SLMS-created PowerPoint along with a genre bookmark graphic organizer, genre characteristics handout, and SLMS-pulled resource example passages to identify characteristics of literature genres, the availability of those genres in our school’s library, and how those characteristics apply to real-world information needs faced in real-life project completion or problem-solving situations.

ASSESSMENT: ␣ Product

SLMS and teacher assess “Ticket Out the Door” Guided Practice “Tell-tale Heart” bookmark

SLMS and teacher assess individual Bookmarks for correct text-based evidence to support genre and elements of plot (character/problem/lesson).

Individual Book Reviews visual representation assessed with checklist by SLMS and teacher.

Classroom teacher assesses journal reflections on lesson topic and activities feedback.

Pair-share peer assessments of Student Self-reflection Questions prior to project submission.

␣ Process SLMS and teacher observe students’ social learning interaction in

groups, guided practice participation with graphic organizer, and completion of individual bookmark and book review via SLMS-created wiki instructions and resources.

␣ Student self-questioning Does my bookmark and book review provide text-based details

to support the particular characteristics of the genre that I read?

Can I connect the text-based details of my bookmark and book review to genre characteristics with confidence and thus, synthesize the conclusion that I present efficiently?

Does my visual representation of the Book Review meet the checklist criteria?

Did I ask for help when I needed it?

Did I include proper citations for borrowed intellectual property referenced in my Book Review visual?

Have I completed all of the referenced activities in the wiki (bookmark, book review, self-questions, journal reflection) prior to final submission?

Does my work include my name?

Does my work include grammatically correct conventions?

INSTRUCTIONAL PLAN:Resources Students Use:

X Online subscription database(s)Galileo: Ebscohost

X Web siteshttp://hmstudiesliteraturegenres.wikispaces.com/

Books:X Reference

http://www.etymonline.com/index.php?term=genrehttp://dictionary.reference.com/browse/genrehttp://www.answers.com/topic/genreGalileo: Kids Search/EbscohostGalileo: Middle Search Plus/Ebscohost

␣ Periodicals/newspapers␣ Other (list)

Nonprint:X YouTube Video - http://youtu.be/vDhUmn4IZ78

INSTRUCTIONAL ACTIVITIES: o Direct instruction:The concept of genres is introduced via SLMS-created “Voki” avatar who proposes an information literacy need scenario to students. Through class discussion of SLMS-created PowerPoint during which students review the main characteristics of various literature genres, a distinction is made between “topic” relative to nonfiction texts and “plot elements” relative to fiction text categories. A genre characteristics handout is provided to supplement PowerPoint. Students are divided into groups as Mrs. Morris & Mrs. L take turns reading sample passages from SLMC aloud. Groups appropriate genre of read aloud passages via student-led discussion utilizing the “tic tac toe” categorical table present on a slide in the PowerPoint presentation. Teacher(s) as moderator(s).

o Modeling and guided practice:Next, students are assigned a mystery genre selection (“Tell-tale Heart” passage) to explore in groups, and they use printable bookmark handouts to record text-based evidence to prove that the passage fits the assigned genre. A roundtable discussion is held among groups offering text-based evidence examples aloud as Mrs. Morris and Mrs. L affirm or refute via questioning with supported details highlighted.

o Independent practice:Immediate: Avatar information need scenario is replayed. Students offer solutions to avatar’s need via “ticket out the door” turn-ins upon check-out of follow-up read from one of the following genres offered via SLMS-created Book List assembled for lesson from online school catalogue program: fantasy, historical fiction, mystery, realistic fiction, or science fiction.

Three Weeks Later:Students complete a follow-up bookmark and a book review upon completion of the book and using the SLMS-created wiki with instructions, resources, and assessment checklist.

o Sharing and reflecting:In Mrs. L’s classroom, students share oral summaries of the books they read with their classmates assisted by created bookmarks and/or book review products. Students share Web 2.0 Book Review visuals in follow-up SLMC session with Mrs. L and class & SLMS posts some reviews to SLMC website. SLMS & SLM clerk add Book Reviews to online catalogue for school stakeholder review at checkout in SLMC. Follow-up reader’s response classroom journal topic: What I liked and didn’t like about literature genres activities.

LESSON REFLECTION:The benefit of working at a school as the SLMS, having previously taught in the school and held other support positions as well, is the established relationships with adult stakeholders. I have known Mrs. L for many years – nearly the length of both of our careers – so collaborating with her on this topic of study was a blast! Not only did we both enjoy it, but I felt as though I was truly helping remove a piece of the instructional burden from her shoulders based on our school’s improvement goals and data that warrants the need for increased scores on the 8th Grade Georgia Writing Assessment. Often, the connected reading element of the writing process can be overlooked or short-changed in the classroom because of time constraints, especially with so many standards for the ELA teacher to get through each school

year. However, this lesson was designed to add emphasis to the delineated differences between fiction and nonfiction print resources. Since most of students’ formal educational lives from this point forward will be spent analyzing fact-based nonfiction text, it is very important at this stage of their cognitive development to provide solid reinforcement of as many“non” examples and sources of information as examples. The overarching questions being, “Why do I need this information?” and “What kind of text will provide the information that I need?”

From the moment the Voki avatar was on the screen, the students were HOOKED into the initial SLMC location lesson. Even though the avatar was not an assessment part of the lesson, many students were anxious to return home and have a go at creating one. That’s why the Voki website is listed in my PowerPoint. Plus, Voki is not an accessible Web 2.0 tool at our school.

Since this lesson was designed with two parts – immediate skill-building re: characteristics of literature genres and a time-delayed focus (3 weeks) that included personal student use of technology with access to and help from the wiki, Web 2.0 tools utilizations, and citation inclusions, it is important to note that at this second juncture, there were “accessibility” issues at my school. Firewalls prevent access to many Web 2.0 tools, so we had to “adjust” and be flexible, often sending students in “shifts” to the SLMC to work instead of Mrs. L taking the class as a whole to the computer lab. This meant the completion of the products took a couple of days longer than was originally planned. This was especially true for those who were implicitly determined to use Web 2.0 instead of Word of Publisher. However, the choice of how to produce their visual representation of the Book Review proved to be a great scaffolding component in the lesson. Those students proficient in Microsoft Office components were able to attain product completion using familiar technology tools, thereby compensating for other kinds of struggles to understand explicit or inferred aspects of literary genres. And those students willing to take a risk with unfamiliar Web 2.0 were free to “stretch” in that personalized learning approach. In the end, it all worked out, because I, as the creator of the wiki, could be right there to troubleshoot problems, redirect to other “friendly” apps that could result in similar product outcomes, and answer questions with students working in the SLMC and directly within my purview for the second part of the lesson upon completion of the genre selection read. Needless to say, I learned a lot about what is “blocked” and what is not at our school! Experience truly makes a great teacher.

Our school hasn’t done much with student self-assessment and I did not use it much in the classroom as a classroom teacher. That was the most difficult part of the lesson – getting the kids to think about those questions prior to submission of the product, despite the seemingly simplistic “yes” or “no” answers offered. At that point, they just wanted to be finished. Of course, this was nothing new; editing ourselves is usually about the last thing we want to do and we will avoid it if we can and just let someone else do it for us, aka, “the middle schooler”. Still this was a great experience upon which I plan to build.

References:

Harlem Middle School. (2011). Unit 1 lesson plans, 8th Grade English Language Arts. Columbia County School System. Evans, GA.

National Governors Association and Council of State School Officers - Common Core State Standards Initiative:http://www.corestandards.org/the-standards

http://www.readwritethink.org/classroom-resources/lesson-plans/genre-study-collaborative-approach-270.html

Harlem Middle SchoolCoach Dolly and Mrs. LPrint and answer these self-questions and turn-in with your bookmark and book review.

Literature Genres Book Review - Student Self-Questions YES NO

1. Does my bookmark and book review provide text-based details to support the particular characteristics of the genre that I read?

2. Can I connect the text-based details of my bookmark and book review to genre characteristics with confidence and thus, synthesize the conclusion that I present efficiently?

3. Does my visual representation of the Book Review meet the checklist criteria?

4. Did I ask for help when I needed it?

5. Did I include proper citations for borrowed intellectual property referenced in my Book Review visual?

6. Have I completed all of the referenced activities in the wiki (bookmark, book review, self-questions print out, book review checklist) prior to final submission

7. Does my work include my name?

8. Does my work include grammatically correct conventions?

Harlem Middle SchoolCoach Dolly and Mrs. LUse this checklist to measure the quality of your Book Review visual representation.

Literature Genres Book Review - Checklist Assessment YES NO

1. Does my book review include the title, author, and genre of the book that I have read?

possible 3 pts.

2. Have I provided specific text-based evidence details to support the book’s characters? (at least 2)

possible 2 pts.

3. Have I provided specific text-based evidence details to support the book’s setting (time/place)? (at least 2)

possible 2 pts.

4. Have I provided specific text-based evidence details to support the book’s major conflicts/problems? (at least 2)

possible 2 pts.

5. Have I provided specific text-based evidence details to support the book’s lesson/theme? (at least 1)

possible 6 pts.

6. Did I include at least 3 characteristics of the genre of my book in the book review?

possible 6 pts.

7. Does my book review include my name?

 possible 1 pt.    

8. Does my work include grammatically correct conventions, if applicable?

possible 3 pts.

9. Have I demonstrated creativity in my presentation?

possible 5 pts.

total possible 30 pts.