6142 Information Literacy Lesson.docx

LIBS 6142 Group 2 Information Literacy Lesson27

2nd Grade Collaborative Information Literacy Lesson Little Red Riding Hood

Table of Contents

Lesson Length....3

Student Prior Knowledge...3

Lesson Objectives..3

Standards...4

Language Arts Common Core Standards...4

North Carolina Social Studies Essential Standards4

AASL Standards for the 21st Century Learner..4

P21 - Twenty-first Century Student Outcomes..5

Justification for Selected Standards...5

Modifications and Strategies for Students with Special Needs.5

Explanation of Lesson as a Component of a Larger Unit..6

Rationale for Selecting the Super 3 Model7

Overall Lesson Materials List7

Days 1-4..7

Days 5-8..8

Lesson Procedures.9

Day 1 Traditional Tale9

Day 2 Gullah Tale...9

Day 3 Compare and Contrast10

Day 4 Southwest Tale...11

Day 5 Library Visit...12

Day 6 Read with Partner(s)...13

Day 7 Create Projects14

Day 8 Present Projects...15

Higher Level Thinking Questions.......16

Explanation of Rubrics16

Assessments.16

Formative Assessment: Guided Activity...16

Formative Assessment: Cooperative Activity...16

Summative Assessment: Cooperative Activity.17

Rubrics.18

First Formative Assessment Rubric......18

Second Formative Assessment Rubric..........20

Third Summative Assessment Rubric...22

Teacher Feedback24

Lisas Feedback.....24

Libbys Feedback..24

Andreas Feedback25

Tammys Feedback...26

Group Learning27

Reflections...28

Lisas Reflection...28

Libbys Reflection.28

Andreas Reflection...29

Tammys Reflection..29

Works Cited.31

Appendix A: Little Red Riding Hood-Traditional Worksheet....32

Appendix B: Red Riding Hood-Gullah Version Worksheet...34

Appendix C: Isabel and the Hungry Coyote-Southwestern Version Worksheet.36

Appendix D: Super 3 Worksheet.38

Appendix E: Little Red Riding Hood Planning Worksheet39

2nd Grade Collaborative Information Literacy Lesson Little Red Riding Hood

Lesson Length:

8 Days during 30-45 minute periods of Language Arts time

This lesson will be cross-curricular and incorporate Language Arts and Social Studies standards

Student Prior Knowledge:

Students are familiar with Revised Blooms Taxonomy terms

Students are familiar with the Super 3 Model

Students are familiar with Venn Diagrams

Students know how to work cooperatively with partners and in small groups

Students know how to use the librarys online catalog

Students know how to locate books on the library shelves

Students understand the procedures for using supplies in the classroom

Students understand the procedures for presenting projects to the class

Students understand the procedures for listening to projects being presented

Lesson Objectives:

Ability to recount stories from diverse cultures

Determine central message

Compare and contrast two of more version of the same story from different cultures

Describe key ideas and details from a text

Understand how various cultures influence communities

Explain how artistic expressions of diverse cultures contribute to the community

Inquire, think critically, and gain knowledge

Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts

Share knowledge and participate ethically and productively as members of our democratic society

Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions

Respond to literature and creative expressions of ideas in various formats and genres

Understand other nations and cultures, including the use of non-English languages

Use a wide range of idea creation techniques (such as brainstorming)

Standards:

Language Arts Common Core Standards:

CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.

CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or more versions of the same story (e.g. Cinderella stories) by different authors or from different cultures.

CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

North Carolina Social Studies Essential Standards:

2.C.1 Understand how various cultures influence communities.

2.C.2.1 Explain how artistic expressions of diverse cultures contribute to the community (stories, art, music, food, etc).

AASL Standards for the 21st Century Learner:

Strand 1: Inquire, think critically, and gain knowledge:

1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.

Strand 3: Share knowledge and participate ethically and productively as members of our democratic society:

3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

Strand 4: Pursue personal and aesthetic growth:

4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

P21 Standards:

21st Century Interdisciplinary Themes: Global Awareness

Understanding other nations and cultures, including the use of non-English languages.

Creativity and Innovation: Think Creatively

Use a wide range of idea creation techniques (such as brainstorming).

Justification for Selected Standards:

The standards covered in this lesson allow cross-curricular learning to occur with the incorporation of the Language Arts Common Core Standards, North Carolina Social Studies Essential Standards, AASL Standards for 21st Century Learning and P 21 Standards. The Language Arts Common Core Standards RL. 2.2, RL. 2.9, and SL 2.2 will be addressed during the eight day lesson by students recounting Little Red Riding Hood from diverse cultures, compare two versions of Little Red Riding Hood from different cultures, and recounting key ideas from the story by creating a poster. The Social Studies Essential Standards 2.C.1 and 2. C.2.1 will be covered with the presentation of the two versions of Little Red Riding Hood from different cultures. Students will be able to understand how various cultures influence communities.

Students will also be able to explain how artistic expressions of diverse cultures contribute to the stories within a community by listening to the varying version of the same tale. The AASL Standard for the 21st Century Learner will be covered with the students using the Super 3 Model. Students will be using inquiry, thinking critically, and gaining knowledge by posing questions and investigating answers beyond the collection of superficial facts when presented with Blooms Taxonomy questions. Students will also be given the opportunity to work with others in a group setting to respond to literature and will address the P21 Standards by understanding other cultures through the Little Red Riding Hood tale from two varying cultures and by thinking creatively with the production of a poster.

Modifications and Strategies for Students with Special Needs:

All modification and accommodations will be implemented as directed from students Individualized Education Programs or Personalized Education Program. Modifications and accommodations specific to this lesson are as follows:

Students will enjoy watching all three versions of Little Red Riding Hood on the classrooms Promethean Board.

Each book features colorful images that will aid in the students overall understanding of the book.

As the book is read aloud, the text is shown and each word is highlighted as the narrator reads.

The Gullah version of Little Red Riding Hood will be read as the native Gullah language. The same story will be read again using English to ensure comprehension.

Kinesthetic students will receive puppets to act out the story as the book is read aloud. The puppets are a manipulative strategy that aid in overall comprehension as the story is read.

All three versions of Little Red Riding Hood will be available on the classroom computers. Each computer has a modified large screen and headphones to assist with the students visual or auditory concerns.

Students will receive extra time to complete classroom worksheets and projects.

Explanation of Lesson as a Component of a Larger Unit:

This Little Red Riding Hood Unit is part of a larger Fairy Tale Unit. In second grade students read various versions of fairy tales such as Cinderella, The Three Little Pigs, Goldilocks and the Three Bears, Jack and the Beanstalk, and The Gingerbread Man. The different versions allow students to compare and contrast the stories while focusing in on the key details of who, what, where, when, why and how. Some versions originate from distant countries and give students the opportunity to learn about different cultures. Other versions, commonly referred to as Fractured Fairy Tales, dramatically change the main characters, the setting, the problem or the solution. Readers Theater versions of fairy tales allow students to practice identifying and decoding words as well a