Академический Документы
Профессиональный Документы
Культура Документы
By Lisa Greenwood
For LI876 Elementary Library Practicum
Information Detectives Using information from text to support opinions
Grade level: 2
Time: 20-minute class periods, once per week for three weeks
Kansas Library, Media and Technology Learning Standards addressed:
Information Literacy 2.2.1 The student recognizes facts, opinions, and point of view in various
information sources.
Information Literacy L 3.2.1 The student demonstrates the knowledge and skills to draw
conclusions by integrating prior knowledge with new information from materials viewed, read,
or heard.
Independent Learning 4.2.2 The student organizes and presents basic information related to
topics of personal interest.
Technology Literacy 12.1.3 The student uses technology tools to promote learning.
Common Core Standards addressed:
CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to answer a
question.
CCSS.ELA-LITERACY.W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an
opinion, supply reasons that support the opinion, use linking words (e.g.,because, and, also) to
connect opinion and reasons, and provide a concluding statement or section.
Overview of lesson:
In the classroom, 2nd grade students have been studying and identifying national symbols
(flag, eagle, etc.) for their social studies unit, as well as just having completed independent
projects on founders of America. In the library, 2nd grade students have recently completed
lessons on understanding facts vs. opinions including defining those terms and identifying
materials from the library that present factual information (encyclopedias and nonfiction books)
and opinions (fiction books). This lesson also takes place around Thanksgiving, when turkeys are
featured prominently in elementary picture books.
This lesson ties the classroom and library units together by asking students to make a
statement of opinion by answering the question Which would make a better national bird -- the
eagle or the turkey? The librarian uses a primary source by reading an excerpt of a letter from
Benjamin Franklin (whom some students chose to study, so they can make that connection) to
his daughter which questions whether the turkey would be better than an eagle for a national
bird. Students will then use books and printed pages from age-appropriate databases to find facts
about their chosen bird to support their opinion. Students will write their opinion statements and
supporting facts on sentence strips, and then practice saying the whole phrase out loud with
added emphasis on because to connect the ideas. Then, we will use a web-based program
called Flip Grid to make a video of students reading their statements out loud, and post the link
to the class website. Students can then show their parents their short video response at home, or
the teacher can use the short videos in the classroom when further discussing the content topic or
reinforcing the standard of supporting. All steps of the lesson in the library will be supported by
visual PowerPoint slides.
Students are seated at tables in groups of 4-5 students.
Cooperative teaching plan:
The teacher will:
provide librarian with a list of national symbols and historical figures students have
studied
keep the sentence strips as a work sample of student writing
share the website videos with the class when appropriate (to allow those students who do
not have web access at home to see their work)
Required resources:
level-appropriate books about eagles and turkeys (some pages pre-marked with sticky
notes to help low readers quickly find important and relevant facts) -- two per table group
printed turkey and eagle pages from Pebble Go database and World Book Kids Online
Encyclopedia -- two or more per table group
o OR have laptops or iPads available with pages pre-loaded if the school has those
electronic resources available
Flip Grid account (librarian must sign up for this)
teacher iPad with the Flip Grid app installed, or student iPads with the Flip Grid app
installed if the students in the school are familiar with using iPads in the classroom
Day One
Direct Whole-Group Instruction
Prior knowledge: Review student understanding of Fact vs. Opinion - ask what the definition is
and what kinds of resources they would use to find each
Essential Question: How do we use Facts to support our Opinions?
Teacher narrative guide (supported by PowerPoint visuals)
Individual Activity
Each student writes their opinion on the sentence strip using one of the following templates:
For students with limited writing ability, they can say their opinion out loud, and the librarian
can write it on the strip in yellow or orange marker for the student to trace in pencil.
Assessment
Students must raise their hand and read aloud their opinion statement to the librarian, and then
can go checkout books.
Day Two
Direct Whole-Group Instruction
Prior knowledge: Review what they remember about evidence (used to support ideas), and what
do we call the process of solving information mysteries? (research)
Essential Question: How do we use Facts to support our Opinions?
Have three volunteers read aloud their opinion statement to the whole group.
Explain that today we will use resources to find facts to support our opinions. Let them know
what kinds of resources we have -- ask why do they think we are using nonfiction, encyclopedia
and databases to reinforce the concepts of using appropriate and reliable resources.
Individual Activity
Give each student the sticky note with their name written on it. If the librarian has the
preparation time before class, the sticky note and sentence strip can be placed at a specific seat
and students can find their name/sentence strip as they enter.
Have students write the word because at the end of their opinion statement.
Instruct students to look through the books and find a fact or sentence that supports their idea.
They should place the sticky note on the page that supports their idea. The librarian may have to
give an example of the kind of fact to look for: does the fact that the eagle lays 3 eggs or the fact
that the eagle is a powerful flyer better support the idea that it makes a better national bird?
For students who struggle with reading, have them state aloud a reason why they think which
bird is better, then the librarian can scan materials and say Lets read this until you hear
something like what you said. The student can stop the librarian when he/she hears the fact.
Students write their supporting fact on the back of the sentence strip.
Assessment
Did students finish both sides of the sentence strip?
Did students place their sticky note on a page where they found a fact that supports their
opinion? (Record how many students did follow instructions to adjust future lessons.)
Students must raise their hand and have librarian look at their sentence strip and show where
they placed their sticky note before they can go check out books.
Day Three
Direct Whole-Group Instruction
Give an overview of the days activity: We will practice reading aloud our opinion statements
supported by facts with an emphasis on because and then we will take turns recording our
reading using an app called Flip Grid. This app lets us record several responses to a class
question, and we are going to use it to demonstrate our understanding of how we support
opinions with facts from resources.
Small Groups
Each student takes a turn reading aloud their statements. Go around the table at least three times.
On the third time, their partners can give them a thumbs up if it sounds ready to record or a
thumb sideways if they need to practice one more time. When students get a thumbs up, they
go to the recording area to complete the activity.
Activity
Making a class video using Flip Grid. There should be a designated spot in the library for
recording where the background is not too busy, where it is away from too much noise. The
librarian also needs to alert the class that they should use 0 or 1 level voices because we are
recording. When ready to record, students line up at the recording spot. Remind them to speak
loudly and clearly. If more than one student is ready, the next student in line can give the
recording countdown or help the librarian push the record button on the iPad. (Note: if students
are already familiar with using iPads in the classroom, then they can pair up with someone and
follow library procedure for getting an iPad to independently record their video. The Flip Grid
app would need to be open or students would have to be shown which app to use. However,
since Flip Grid does require an agree to terms and then asks for a name for each video
response to a question, the librarian would need to model how to create the video and instruct
students to use only their first name or initial and NOT to enter an email address when they
create their video response.)
Assessment
Librarian will view recorded responses on the class website.
During checkout, librarian asks students to answer the essential question: how do we use facts to
support our opinion?
PowerPoint Slides
Information Detectives
HOW DO WE USE FACTS TO SUPPORT OUR OPINIONS?
Lets Review!
What
is a FACT?
What
is an OPINION?
INFORMATION DETECTIVES!
We call this processRESEARCH.
Find a Fact
Find
Put
FRONT:
OR