travis nelson [email protected] collaborative unit the...
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Travis Nelson
Collaborative Unit – The Price of Power
April 20, 2014
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The Price of Power Collaborative Unit
Overview
For this project I will be collaborating with Brennan Davis, a twelfth grade English
teacher at Irmo High School on a unit of study entitled, The Price of Power. This unit of study
emerges from the students’ reading of Shakespeare’s Macbeth and is thematically linked to the
idea of the pursuit of power and wealth, with a guiding focus on identifying examples of this
dynamic in historical contexts. Macbeth’s pursuit of power provides the context for his downfall
and throughout this unit of study students will research and explore historical instances of the
pursuit of power as well as its consequences. The unit will directly follow the students’ reading
of Shakespeare’s Macbeth, and as such, the unit will be focused on relating the themes of
Macbeth to history and ultimately student’s lives as opposed to plot points or plot devices which
will have been studied prior to this unit.
This topic had been previously offered as a student generated, out-of-class extra credit
assignment. Mrs. Davis was interested in exploring ways to integrate this assignment into a
classroom unit of study. With this in mind we have developed a unit that places students into
collaborative groups that will explore the above themes via a research project that culminates
with a multimedia presentation during class time. Outcomes are as follows:
Learning Outcomes Chart
Content Learning Outcomes The student will be able to:
Bloom’s Taxonomy Revised:
Students will be able to produce a multimedia presentation using the appropriate English language conventions.
Applying
Students will be able to create a multimedia presentation demonstrating the insight and knowledge that they have gained on their historical figure through research.
Creating
Students will be able to connect their understanding of literature (MacBeth) to real world figures.
Analyzing
Information Skills Learning Outcomes Bloom’s Taxonomy Revised:
Students will be able to successfully apply their knowledge of the Big 6 research framework.
Applying
Students will be able to locate, understand, analyze and evaluate information found online resources.
Evaluating
Students will produce accurate citations that properly attribute the thoughts and language they have appropriated in completion of their English project.
Applying
Students will be able to apply the knowledge they discovered on their topic to plan and implement a collaborative group presentation.
Creating
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The essential question of content based learning used to guide this unit will be:
What role does the pursuit of power and wealth play in people’s lives?
The essential question of Information Literacy learning will be:
How do I locate and evaluate online resources that will aide me in exploring relevant,
appropriate, and valid information in regards to our “Price of Power” English project?
As subsidiary questions to the above the following will be asked:
What elements of power and wealth are present in our selected historical figure?
What did our historical figure do with his/her wealth and power?
What consequences did the attainment of power and wealth have on this figure and those
that were affected by them?
Where is the dictator’s country located? What is the terrain there? What are some
significant social characteristics about the country, its economy and/or history? What
made it vulnerable to the Dictator?
What makes a good leader? What makes a bad leader?
How does the Dictator affect the world outside of his country’s borders? (i.e., imports?
Exports? Refugees? Diseases? Nuclear/chemical weapons?) Do they or did they affect
the US? Explain.
Should something, or was something, done about the situation? Why or why not? What,
and by whom?
The following is an example of what a student generated K-W-H-L chart might look like for this
unit.
K
What I Know
W
What I Want to
Know
Or
What I want to
Solve.
H
How Will I find
Information (Which
resources, web
pages, texts,
formulas, methods,
etc.)
L
What I Learned
Macbeth’s pursuit of
power had direct
consequences on his
life.
How has the pursuit
of power affected
people through
history? How has it
affected me?
I will locate and
evaluate online
resources via the
methods I learned in
class and via the use
of Discus resources.
The pursuit of power
has a transformative
effect on individuals
that can have long
lasting repercussions
on their life and on
the lives of those
around them.
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Learners
Mrs. Davis has cultivated a classroom of learners that regularly engage in collaborative
assignments and are accustomed to being valuable contributors to classroom conversations.
Based on beginning of the year pre-tests, the learners of this classroom can be described as
generally falling into the following reading comprehension levels:
5% Proficient
80% Approaching proficient
15% Inadequate proficiency.
Students’ multiple intelligences will be addressed through various modes of instruction as
well as through the specific roles present within the group activity. Division of these roles
allows students to learn in a way that best suits their specific needs. Students are largely
identified as hands on learners who enjoy engaging with each other in the completion of a
project.
As high school seniors in a college prep English track, these students have previously worked
on research projects that culminate with a class presentation. Technology tools have been readily
available to these students throughout their high school career and have been used previously in
this class. From these experiences students have a working knowledge of Powerpoint, Prezi and
the classroom Smartboard.
Students in this class have a firm grasp on the “Remembering”, “Understanding”, and
“Applying” dimensions of Bloom’s Revised Taxonomy but struggle at times with “Analysing”
and “Evaluating” items, especially those found via the Internet and other digital resources.
Weaknesses in these dimensions affect the “Creating” dimension as they are unable to
consistently attribute ideas to their origin sources and/or provide citations for sources that were
relevant to their sense making of a topic.
This unit will be taking place in a Senior English class and as such all learners will be
between 17-18 years of age. Students of this age are on the verge of transitioning into new
communities and new roles in their lives. Whether this community takes the form of a post-
secondary community or that of a work community these students will need to have developed
information literacy skills in order to fully transition into a world that is increasingly dependent
on information literacy skills. This unit of study meets this need by incorporating information
literacy instruction via an authentic research experience. Additionally, student needs are met
through the relevant examination of how themes found in literature can also be found in the
world around them. This enhanced understanding will better allow students to function as
members of the communities that they are a part of.
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Standards
This unit of study aligns with and supports both AASL Information Literacy Standards as
well as Common Core State Standards. Students will engage in a research process that allows
them to utilize acquired knowledge from literature experiences in such a way that allows them to
construct new knowledge from their research and draw conclusions on the way to creating new
personal knowledge. This research process will also allow for students to analyze how the
characters’ actions in Macbeth are similar to events that have occurred in the world around them.
The culminating group project will allow students to demonstrate this newly formed knowledge
in a variety of personally relevant formats. Standards to be specifically addressed can be viewed
in the chart below.
Standards Chart
Information Literacy Standards
(American Association of School
Librarians, 2009)
Common Core State Standards
(2010)
Skills
Indicators
1.1.4 Find, evaluate, and select
appropriate sources to answer
questions.
1.1.5 Evaluate information
found in selected sources on the
basis of accuracy, validity,
appropriateness to needs,
importance, and social and
cultural context.
3.1.4 Use technology and other
information tools to organize
and display knowledge and
understanding in ways that
others can view, use, and assess.
3.1.6 Use information and
technology ethically and
responsibly.
CC.11-12.R.I.7 Integration of
Knowledge and Ideas: Integrate
and evaluate multiple sources of
information presented in
different media or formats (e.g.,
visually, quantitatively) as well
as in words in order to address
a question or solve a problem.
CC.11-12.W.7 Research to
Build and Present Knowledge:
Conduct short as well as more
sustained research projects to
answer a question (including a
self-generated question) or solve
a problem; narrow or broaden
the inquiry when appropriate;
synthesize multiple sources on
the subject, demonstrating
understanding of the subject
under investigation.
CC.11-12.W.8 Research to
Build and Present Knowledge:
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Gather relevant information
from multiple authoritative
print and digital sources, using
advanced searches effectively;
assess the strengths and
limitations of each source in
terms of the task, purpose, and
audience; integrate information
into the text selectively to
maintain the flow of ideas,
avoiding plagiarism and
overreliance on any one source
and following a standard format
for citation.
CC.11-12.W.9 Research to
Build and Present Knowledge:
Draw evidence form literary or
informational texts to support
analysis, reflection, and
research.
CC.11-12.SL.5 Presentation of
Knowledge and Ideas: Make
strategic use of digital media
(e.g., textual, graphical, audio,
visual, and interactive elements)
in presentations to enhance
understanding of findings,
reasoning, and evidence and to
add interest.
Dispositions
In
Action
2.2.1 Demonstrate flexibility in
the use of resources by adapting
information strategies to each
specific resource and by seeking
additional resources when clear
conclusions cannot be drawn.
2.2.3 Employ a critical stance in
drawing conclusions by
demonstrating that the pattern
of evidence leads to a decision
or conclusion.
1.2.6 Display emotional
resilience by persisting in
information searching despite
RI 11-12.1 Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text,
including determining where
the text leaves matters
uncertain.
CC.11-12.W.7 Research to
Build and Present Knowledge:
Conduct short as well as more
sustained research projects to
answer a question (including a
self-generated question) or solve
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challenges.
1.2.4 Maintain a critical stance
by questioning the validity and
accuracy of all information.
a problem; narrow or broaden
the inquiry when appropriate;
synthesize multiple sources on
the subject, demonstrating
understanding of the subject
under investigation.
CC.11-12.W.8 Research to
Build and Present Knowledge:
Gather relevant information
from multiple authoritative
print and digital sources, using
advanced searches effectively;
assess the strengths and
limitations of each source in
terms of the task, purpose, and
audience; integrate information
into the text selectively to
maintain the flow of ideas,
avoiding plagiarism and
overreliance on any one source
and following a standard format
for citation.
Responsibilities 1.3.1 Respect
copyright/intellectual property
rights of creators and
producers.
1.3.4 Contribute to the exchange
of ideas within the learning
community.
1.3.5 Use information
technology responsibly.
2.3.1 Connect understanding to
the real world.
CC.11-12.W.8 Research to
Build and Present Knowledge:
Gather relevant information
from multiple authoritative
print and digital sources, using
advanced searches effectively;
assess the strengths and
limitations of each source in
terms of the task, purpose, and
audience; integrate information
into the text selectively to
maintain the flow of ideas,
avoiding plagiarism and
overreliance on any one source
and following a standard format
for citation.
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Self-Assessment
Strategies
1.4.4 Seek appropriate help
when it is needed.
2.4.1 Determine how to act on
information (accept, reject,
modify).
CC.11-12.L.3 Knowledge of
Language: Apply knowledge of
language to understand how
language functions in different
contexts, to make effective
choices for meaning or style,
and to comprehend more fully
when reading or listening.
CC.11-12.R.I.1 Key Ideas and
Details: Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text,
including determining where
the text leaves matters
uncertain.
CC.11-12.W.7 Research to
Build and Present Knowledge:
Conduct short as well as more
sustained research projects to
answer a question (including a
self-generated question) or solve
a problem; narrow or broaden
the inquiry when appropriate;
synthesize multiple sources on
the subject, demonstrating
understanding of the subject
under investigation.
CC.11-12.W.8 Research to
Build and Present Knowledge:
Gather relevant information
from multiple authoritative
print and digital sources, using
advanced searches effectively;
assess the strengths and
limitations of each source in
terms of the task, purpose, and
audience; integrate information
into the text selectively to
maintain the flow of ideas,
avoiding plagiarism and
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overreliance on any one source
and following a standard format
for citation.
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Instructional Strategies
Instruction will occur both in the teacher’s classroom and the school media center. The
introduction to this unit of study as well as final product presentation will occur in the home
classroom, while information literacy instruction will occur in the school media center.
Research, group collaboration, content production will largely occur in the school media center
however students are able to work on this assignment outside of class via Discus home access.
Charted below is a general flow of how the unit will progress in regards to time. Also included
is a brief description of the forms of instruction and assessment.
Timeline Chart
Day Where Time
Allotted
Who What
Introduction
to
Assignment
Monday Classroom 90 minutes Teacher Introductory session on unit of study
and research project. Teacher will
frame the unit of study using the
question “Do we control our power
and wealth or does it control us?”
Teacher will then discuss expectations
for unit products. Students will use
these product expectations to
determine a set of benchmarks to be
delivered upon throughout the unit of
study.
Research
Skills and
Discus
Resources
Wednesday Library 90 minutes Librarian Overview of Discus and other
Pathfinder resources with a focus on
the evaluating the difference between
resources found on the open web
(Google) and those of the closed web
(databases). Students will be taught
how to locate and evaluate online
resources. Initial stages of research
process will begin on this day.
Additional time will be spent
reviewing what is included in an
annotated citation. Formative
assessment is to be conducted via
group visitation during research
planning.
Student
Research
Friday Library 90 minutes Librarian
and
Teacher
Students will continue to engage in
research on their topic. The first set
of student generated, teacher
approved benchmarks will be
reviewed at the end of this session.
Research progress will be assessed via
material selection. Additional
modeling of information literacy
skills will take place with groups that
need additional assistance evaluating
and selecting relevant sources.
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Differentiated learning needs will be met and accommodated through similar unit
mechanics that allow for students to work on group objectives that are best suited to their
individual needs. Mrs. Davis and I will be on hand to help students needing additional support.
Additionally, students with special needs may also receive additional support for this assignment
via resource teachers where specified via their IEP. Any students who progress at an accelerated
rate may earn extra credit by locating and citing text from MacBeth that correlates to their
historical figure.
Pathfinder
The pathfinder that has been created for use with this unit corresponds to the information
literacy objectives of this unit. The pathfinder features an introduction and information on a
variety of relevant online databases. Students in this class will have varying degrees of
familiarity with many of these resources. Each page of the pathfinder is split into two columns.
One column features text on the information that can be found within the database, while the
other column features information on how to perform a basic search of the database. Access to
the Purdue Online Writing Lab is provided via the pathfinder as a reference tool for creating
citations.
The pathfinder can be located via the following link:
http://www.livebinders.com/play/play?id=1316235
Content
Production
Tuesday Library 90 minutes Librarian
and
Teacher
Students will engage in the
content creation aspects of
their final project. Students
do so in their choice of
production medium (e.g.
Prezi) in accordance with
teacher provided project
rubric. Teacher and Librarian
will work with groups to
ensure that unit objectives
are being met. Formative
assessment to be conducted
based on production
progress.
Presentations
Day One
Thursday Classroom 90 minutes Librarian
and
Teacher
Culmination of student
research project via product
presentations
Presentations
Day Two
Self and Peer
Reflections
Monday Classroom 90 minutes Librarian
and
Teacher
Day Two of Product
Presentations. Self and Peer
reflections to be conducted
after final presentations. As
a part of this reflective
exercise, students will be
asked to provide information
on what tips they may give a
future student completing the
same assignment.
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Roles
1.) Planning
The planning for this unit was born from my collaborating teacher’s desire to adapt what
had previously been an individually led extra credit assignment for students into a unit of study
that all students could mutually benefit from. As such the basic idea for exploring the themes of
MacBeth via real world historical figures was pre-conceptualized prior to the creation of this
unit. All other elements of unit have been collaboratively planned with extensive emphasis
placed on the enhancements that the media center and a lesson on information literacy could
afford the unit. In our initial conversation about this unit we discussed both of our instructional
needs which led to creation of the timetable, calendar, and expected products. As I have grown
in my role this semester so too has the unit and as such a variety of tweaks have been made to
enhance the instruction that would take place in the media center in regards to information
literacy.
2.) Execution
Irmo High School operates on a block schedule that consists of 90 minute class periods.
The beginning of this unit of study begins in the classroom with Mrs. Davis. This initial lesson
will allow her to introduce the unit to students and to go over the unit products. Students will be
assigned to groups of three and will select the historical figure that will be the focus of their class
presentation at the end of the unit. At this point students will, as a class, discuss benchmarks that
will be delivered upon throughout the unit of study. Mrs. Davis will lead this discussion and
approve these benchmarks based on unit appropriateness.
At this point in the unit students will come to the library and I will teach a lesson that
provides an overview of Discus and other resources with a focus on the evaluating of the
difference between resources found on the open web (Google) and those of the closed web
(databases). Students will be taught how to locate and evaluate and use online databases. The
session will end with information about annotated citations and the information that should be
included within them.
Once the above lessons have concluded the students will engage in the research and
conduct production phases of this unit. At this point Mrs. Davis and I will serve to guide
students through this process providing assistance and additional modeling of skills to groups or
individual students. Each of us will perform formative assessments through visitations to each
group.
3.) Evaluation
Evaluation of final student products will be conducted through a continues collaboration
between the teacher and school librarian through the use of a rubric that was designed by the
librarian, approved by the teacher, and provided to the students in both verbal and written forms.
An evaluation of the unit collaboration will also be conducted by both the teacher and the
librarian after completion of the unit. The evaluation will help determine both the successes that
can be built upon and the areas for improvement that can be addressed in future collaborations.
This evaluation will be guided by the following questions:
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Do you feel as though the unit as a whole was successful?
How might it be adapted to better suit student need and interest?
In what ways was this unit beneficial to the students’ personal growth?
In what ways was this unit beneficial to the students’ academic growth?
Do you feel as though necessary curriculum standards were addressed in this unit?
Do you feel as though enough time was allotted for this unit?
In what ways were the collaborative elements of this unit beneficial?
Suggestions: What changes should be made in the unit?
Lesson Plan
A lesson plan has been created via the AASL Lesson Plan Database and can be found at
the following link.
http://aasl.jesandco.org/content/price-power-senior-project
A copy of this information has been included below in the event that access cannot be
obtained to the website listed above.
Price of Power Senior Project
Created By:
Travis Nelson
Title/Role:
MLIS Student
Organization/School Name:
University of South Carolina
Location:
South Carolina
Grade Level:
12
Type of Lesson:
Lesson in a unit
Type of Schedule:
Flexible
Collaboration Continuum:
Intensive
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Content Area:
Language Arts
Content Topic:
The pursuit of power and wealth.
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness for needs, importance, and social and cultural context.
3.1.6 Use information and technology ethically and responsibly.
Dispostion Indicator(s):
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
1.2.6 Display emotional resilience by persisting in information searching despite challenges.
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each
specific resource and by seeking additional resources when clear conclusions cannot be drawn.
Responsibilities Indicator(s):
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.3.5 Use information technology responsibly.
Self-Assessment Strategies Indicator(s):
1.4.4 Seek appropriate help when it is needed.
2.4.1 Determine how to act on information (accept, reject, modify).
Scenario:
A Senior English teacher is interested in making a connection between Shakespeare's Macbeth
and real world dictators, past or present. This unit of study will take place directly following the
students completion of Shakespeare’s Macbeth and is thematically linked to the idea of the
pursuit of power and wealth, with a guiding focus on identifying examples of this dynamic in
real world contexts. Students will form collaborative groups of three from which to explore this
topic. Students will create a multimedia presentation (e.g. Prezi or Powerpoint) of their research
findings that will be then presented to the class as a final unit product. The teacher will introduce
the unit and product expectations. The librarian will teach students how to locate, evaluate and
create annotated citations for online resources. The teacher and librarian will collaborate on the
creation of a rubric and will likewise contribute to the final assessment process.
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Overview:
Students will be taught how to locate, evaluate and create annotated citations for these online
sources. The essential question is for this is: "What role does the pursuit of power and wealth
play in people’s lives?"
Final Product:
The students will create a multimedia presentation (e.g. Powerpoint, Prezi) of their research
findings that will then be used to present to the class.
Library Lesson:
Students will learn the difference between resources found on the open web (e.g. Google) and
those of the closed web (e.g. databases). Students will be taught how to locate, evaluate and
create annotated citations for these online sources.
Estimated Lesson Time:
90 minutes
Assessment
Product:
The students will create a multimedia presentation (e.g. Prezi or Powerpoint) of their research
findings that students will use in a presentation to the class. Students will be required to create an
annotated citation list for their resources.
Process:
The teacher and librarian will conduct formative assessments of student work via group
visitations during the research and presentation creation phases of this unit. Students will also
receive formative assessments of the product benchmarks as they progress that were created and
agreed upon at the beginning of the unit. The teacher and librarian will contribute to the
assessment of the final products and presentations via the use of a collaboratively designed
rubric.
Self-Questioning:
Students will be prompted to think about a number of a number of self-questioning prompts
throughout the learning process. Some examples of these questions are: "How do I evaluate the
information that I find?" "Have I found enough accurate information to answer all of my
questions?" "What new understandings did I develop about the topic or idea?"
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Instructional Plan:
Resources students will use:
Dataset (ie. lists, tables, databases)
Still image (i.e.paintings, drawings, plans, and maps)
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Interactive Resource URL:
http://scdiscus.org
Resources instructor will use:
Projector
Laptop
Instruction/Activities
Direct instruction:
The librarian will teach a lesson on the differences between resources found on the open web
(e.g. Google) and those of the closed web (e.g. databases). This lesson will utilize Smartboard
technology and will be structured as a series of comparative searches using each tool available
search tool. Students will receive instruction on how to locate and evaluate these resources.
Additional instruction will be provided in how to create annotated citations for these online
resources without the aid of a citation generator. Additional instruction will be provided to
students based on needs that are demonstrated via formative assessments.
Modeling and guided practice:
The librarian will model how to locate and evaluate online resources and how to create an
annotated citation for an online resource. The students will then be given an example website for
which they will use the modeled criteria to evaluate and create an annotated citation for. The
librarian and teacher will visit with each group to guide and answer any questions that students
may have.
Independent practice:
Students will be asked to individually locate, evaluate and create one annotated citation for an
article that is relevant to their topic. This article will serve as the first resource and citation for
their presentation.
Sharing and reflecting:
At the end of the lesson students will reconvene with their group members to share resources and
citations that they have created. Students will review each other’s work and reflect on their
experiences locating, evaluating, and creating the annotated citation for this source. As a part of
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this reflective exercise students will be asked to discuss what a reliable resource is and how this
understanding may or may not have changed from their understanding prior to the lesson.
Upon completion of this lesson students will have one resource and citation from each member
of their group that can be used on their presentation. At the end of the unit students will share
their research findings with each other via group presentations to the class. Self and Peer
reflections will be conducted after students give their final presentations. As a part of this
reflective exercise, students will be asked to provide information on what tips they may give a
future student completing the same assignment.
Have you taught this lesson before:
No
Strategies for differentiation:
Differentiated learning needs will be met and accommodated in this lesson through the provision
of materials and resources spanning multiple reading levels and through unit mechanics that
allow for students to work on group objectives that are best suited to their individual needs. The
teacher and librarian will be on hand to help students needing additional support during class and
will also be available before and after school if needed. Additionally, students with special needs
may also receive additional support for this assignment via resource teachers where specified via
their IEP. Any students who progress at an accelerated rate may earn extra credit by locating and
citing text from MacBeth that correlates to their historical figure.
Summative Assessment
For the final product of this unit students will collaborate in groups to complete a
research project that answers the essential question of this unit of study, “What role does the
pursuit of power and wealth play in people’s lives?” In order to successfully complete this
assignment, students will be required to locate, evaluate, and create annotated citations for each
of the resources that they use to complete their research. Once research has been completed
students will create a multimedia presentation demonstrating the insight and knowledge that they
have gained on their historical figure through research while adhering to appropriate English
language conventions. Students will demonstrate their understanding of literature (MacBeth) as it
is reflected in real world figures and in turn in their own lives and communities.
A sample of what a student final multimedia project may look like can be found at:
http://prezi.com/rvrjy7e9gnat/?utm_campaign=share&utm_medium=copy
Multimedia products, annotated citations, and group presentations will be assessed by
both the teacher and librarian via a rubric that was created with input from both individuals. This
rubric can be found in the chart below:
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Presentation
Content 17- 20 Points
Provides clear purpose and
subject; pertinent
examples, facts, and/or
statistics; supports
conclusions/ideas with
evidence.
9-16 Point
Has somewhat clear
purpose and subject;
some examples, facts,
and/or statistics that
support the subject;
includes some data or
evidence that supports
conclusions.
1-8 points
Does not clearly define
subject and purpose;
provides weak or no
support of subject;
gives insufficient
support for ideas or
conclusions.
Delivery 12-14 Points
Holds attention of entire
audience with the use of
direct eye contact, seldom
looking at notes. Speaks
with fluctuation in volume
and inflection to maintain
audience interest and
emphasize key points.
8-14 Points
Consistent use of direct
eye contact with
audience, but still
returns to notes. Speaks
with satisfactory
variation of volume
and inflection.
1-7 points
Holds no eye contact
with audience, as entire
report is read from
notes. Speaks in low
volume and/or
monotonous tone,
which causes audience
to disengage.
Organization 12-14 Points
The message is overtly
organized. The speaker
helps the listener
understand the sequence
and relationships of ideas
by using organizational
aids such as announcing
the topic, previewing the
organization, using
transitions, and
summarizing.
8-14 Points
The organization of the
message is mixed up
and random. The
listener must make
some assumptions
about the sequence and
relationship of ideas.
1-7 Points
The message is so
disorganized you
cannot understand most
of the message.
Length 10 Points
Presentation is given on
assigned day. Presentation
is within one minute of
allotted time.
7 Points
Presentation is given
on assigned day.
Presentation exceeds or
is short of the target
time by 1-3 minutes.
4 Points
Presentation is given
on assigned day.
Presentation exceeds or
is short of the target
time by 3 or more
minutes.
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Annotated Citations
7 points 4-6 points 1-3 points
Source
Selection:
All sources chosen are
highly relevant to the topic;
Sources add greatly to
research potential; few, if
any additional sources
needed.
1-2 sources chosen are
not relevant to the
topic; May require a
small amount of
additional research.
3 or more sources
chosen are not relevant
to the topic; writer may
need additional sources
to complete research.
Credibility: All sources are from
credible, scholarly
materials.
1-2 sources are not
from credible,
scholarly materials.
3 or more sources are
not from credible,
scholarly materials.
Annotations: All Annotations succinctly
and comprehensively
describe the source
material; Annotations offer
great insight into the source
material.
1- 2 annotations are not
succinct, do not
comprehensively
describe the source
material, or do not
offer insight into the
source materials used.
3 or more annotations
are not succinct, do not
comprehensively
describe the source
material, or do not
offer insight into the
source materials used.
Evaluations: All evaluations clearly
explain why the sources
were chosen, demonstrate a
clear understanding of
research process and offer
insight into the source.
1-2 evaluations do not
clearly explain why the
sources were chosen,
demonstrate a clear
understanding of
research process and
offer insight into the
source.
3 or more evaluations
do not clearly explain
why the sources were
chosen, demonstrate a
clear understanding of
research process and
offer insight into the
source.
Assignment
Criteria:
Each source has a proper
citation; All citations are
complete; All are in the
proper APA format.
1-2 sources do not have
proper citation, are not
complete, or are not in
the proper APA format.
3 or more sources do
not have proper
citation, are not
complete, or are not in
the proper APA format.
Mechanics,
Grammar,
and Proofing:
1-2 mechanical,
grammatical, punctuation,
and spelling errors; All of
the assignment
requirements were met.
3-5 mechanical,
grammatical,
punctuation, and
spelling errors; All
Most of the assignment
requirements were met.
5 or more mechanical,
grammatical,
punctuation, and
spelling errors; All
Few of the assignment
requirements were met.
20
Reflection
Students
Students will be prompted to think about a number of self-questioning prompts throughout
the learning process. These questions have been adapted from the AASL Standards for the 21st –
Century Learner in Action (2009). Some examples of these questions are as follows:
"How do I evaluate the information that I find?"
"Have I found enough accurate information to answer all of my questions?"
"What new understandings did I develop about the topic or idea?"
“What new understanding did I develop about the topic or idea?”
“How do these new understandings apply to other situations or contexts?”
“How can I get feedback on my final product to use in my next inquiry process?”
“How have I contributed to the learning of others?”
Additionally, students will engage in reflective exercises throughout the unit. At the end of
the lesson on source evaluation students will reconvene with their group members to share
resources and citations that they have created. Students will review each other’s work and reflect
on their experiences locating, evaluating, and creating the annotated citation for each source. At
the end of the unit students will share their research findings with each other via group
presentations to the class. Self and Peer reflections will be conducted after students give their
final presentations. As a part of this reflective exercise, students will be asked to provide
information on what tips they may give a future student completing the same assignment.
Collaborative
I shudder to think what my collaborating teacher thought of me at the beginning of this
unit. While we enjoyed a fantastic dialog with each other the truth is that at the beginning of this
unit I simply did not have enough of a conceptual understanding of the unit planning, lesson
planning, or the standards to truly know what a final product would look like. Having said that,
my teacher seemed to be genuinely enthusiastic about the creation of this unit, my involvement
in it, and ultimately in its future implementation. I feel as though my collaborating partner is
interested in and open to future collaborative endeavors of this nature. From my perspective the
collaboration was a wild success as it afforded me the opportunity to obtain real world
experience in a large variety of activities that I have never engaged in before. I had a blast
collaborating with my partner and look forward to future collaborations with new teachers.
Personal
The experience of creating and revising this collaborative unit is one that in many ways I
feel has only just begun. Much of what I learned during the course of this semester and through
the production of this unit has been an entirely new experience for me and accordingly my
understanding of the core components of this exercise are vastly different today than they were
three months ago. My current knowledge of AASL and Common Core State Standards is
leagues beyond where they were when I started this unit and as such I would have
conceptualized this unit in a different way based on these understandings. Additionally, I have a
greater sense of confidence in myself and my own advocacy, thanks in large part to the SCASL
21
conference, that I feel will allow me to better advocate for the prominent inclusion of AASL
skills and standards in a newly formed collaborative unit. My own inexperience has easily been
the greatest challenge for me in the creation of this collaborative unit. Having never been in a
classroom in a professional role it has been somewhat difficult to conceptualize what will
actually “work” and what simply will not. I have learned so much in the creation of this unit
though and have similarly been able to conquer a series of daunting and intimidating firsts.
Completion of this unit allows me to now say that I have fully completed my first lesson plan,
my first pathfinder, and my first collaborative experience with a professional in the field. The
completion of these, in addition to the other components of this collaborative unit has taught me
just how much I truly had to learn and how much I still have to learn. It is in this sense that I feel
as though this unit has just begun. This experience has afforded me the opportunity to build a
framework for all of my future curriculum knowledge and gains. Though I am in no means
“experienced” now I do have a great deal more experience than I had when I started this process.
In this way I am a similar to a first draft ready for revision.
22
References
ALA. (2014). Learning Standards & Common Core State Standards Crosswalk. Retrieved from:
http://www.ala.org/aasl/standards-guidelines/crosswalk/ela common core and aasl
learning standards crosswalk
ALA. (2014). Lesson Plan Rubric. Retrieved from:
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/lessonplan
database/AASL%20Rubric_final.pdf
ALA. (2014). Lesson Plan Checklist. Retrieved from:
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/lessonplan
database/Checklist_final.pdf
ALA. (2009). Standards for the 21st-Centruy Learner. Chicago, Il: American Association of
School Librarians.
Mitsein, S. (2014). Annotated Bibliography Rubric. Retrieved from:
http://web.ics.purdue.edu/~smitsein/English_106/Assessments/Annotated_Bibliography_
Assessment.html
ReadWriteThink. (2003). Oral Presentation Rubric. Retrieved from:
www.readwritethink.org/files/resources/printouts/30700_rubric.pdf
UEN. (2014). Oral Presentation Rubric. Retrieved from
http://www.sites4teachers.com/links/redirect.php?url=http://www.uen.org/Rubric/rubric.c
gi?rubric_id=19