Lesson Plan for Information Literacy Project
RI.8.6- Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints
RI.8.9- Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation
W.8.8- Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation
SL.8.2- Analyze the purpose of information presented in diverse media and formats (e.g. visually, quantitatively, orally) and evaluate the motives (e.g. social, commercial, political) behind its presentation
ISTE Standards for Students:
3. Research and information fluency: Students apply digital tools to gather, evaluate, and use information.
Plan strategies to guide inquiry
Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
- 1. After students have completed the warm up, explain that they will be starting to look at different perspectives on different arguments about popular technologies by reviewing the introductory materials on the Home page.
- 2. Show students the slideshow about Critical Information Literacy.
- 3. Have students take notes as they listen to the presentation.
- 4. Have students count off to form five groups. Ask each group to look at the site next to their group number on the Information Literacy page. Give groups about 10 minutes to look at the site and then ask them to discuss what they found in terms of what they learned from the Information Literacy slideshow.
- 1. Ask students to share out on the process they followed to find their results. Remind students of the SEARCH method you discussed in class yesterday.
- 2. Have students watch Web Search Strategies in Plain English before explaining the project to them.
- 3. Once you have discussed what students have seen in the video, go to the Internet Project page of this website and review the project expectations.
- 4. Students will then be given the remaining class time as well as the next day's class to work on completing the Search component of their projects.
- 1. Let students know that today they will be critically looking at the sites they want to use for their project. Ask for volunteers to review the 5 W's they learned about on the first day of this mini-unit. Demonstrate how to use the Website Evaluation sheet using the website Howard County Public Schools website.
- 2. Once students are clear on how to evaluate sites, instruct them to use the Website Evaluation sheet for their group to evaluate at least 4 of their websites.
- 3. After they have finished evaluating the sites, they will work together to fill in the Venn Diagram for their particular argument.
- 4. The last step in their project will be to construct a slideshow presentation to present their findings and the process they went through to complete the project.