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Information Literacy Lesson Plan

Candice Walton

FRIT 7136
Dr. Stephanie Jones
Spring 2010

Pathfinder URL:
http://cwaltonpathfinderpersuasive.pbworks.com/Candice-Walton
 Information Literacy Lesson Plan

Grade: Teacher (s): 6th Grade Language Arts: Mrs. Bush; Media Specialist: Candice Walton

Content Topic: Propaganda/Persuasive Techniques

Standards For The 21st –Century Learner Goals

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

Skills Indicator (s): 3.1.2 & 3.1.4

3.1.2- Participate and collaborate as members of a social and intellectual network of learners.

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.

Benchmark – 3.1.2

Offer information and opinions at appropriate times in group discussions.

Encourage team members to share ideas and opinions.

Use interactive tools to exchange data collected, collaborate to design products or solve
problems, and learn curricular.

Benchmark -3.1.4

Use appropriate media and formats to design and develop products that clearly and coherently
display new understanding.

Dispositions Indicator (s): 2.2.4 & 3.2.3

2.2.4- Demonstrate personal productivity by completing products to express learning.

3.2.3- Demonstrate teamwork by working productively with others.

Responsibilities Indicator (s): 3.3.4

3.3.4- Create products that apply to authentic, real-world experiences.

Self-Assessment Strategies Indicator (s):

What are multimedia presentations?

What questions can I ask to learn about multimedia presentations?

What are the differences between superior and mediocre multimedia presentations?
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Can my questions be answered through the process of learning how to create multimedia
presentations?

CONNECTION TO LOCAL OR STATE STANDARDS

6TH Grade GPS Standards for Unit:

ELA6W3: The student uses research and technology to support writing; the student

b. Produces brief research projects (compositions, multimedia presentations, graphic

organizers, and projects, etc.)

OVERVIEW: In this unit, students will be introduced to the persuasive genre. They will
examine propaganda/ persuasive techniques that are utilized by the media, such as bandwagon,
testimonials, hero appeal, word play, and emotions. Students will analyze and discuss examples
of media advertisements utilizing these techniques. Students will then work with a partner to
create an advertisement. The advertisement will be developed through the use of multimedia.
They will create a PowerPoint presentation that contains images.

The media specialist and the classroom teacher will play an integral role in the completion of the
task. The classroom teacher will explain and discuss the persuasive techniques with the students.
The media specialist will help the students examine the purpose of multimedia presentations as
well as teach them how to create multimedia PowerPoint presentations that contains images
taken from the internet.

FINAL PRODUCT: A multimedia PowerPoint presentation that includes images and creates an
advertisement for a particular product using either the persuasive technique of bandwagon,
testimonials, hero appeal, word play, or emotions.

LIBRARY LESSON (S): The media specialist will teach students about multimedia
presentations and their purposes. Most importantly, the media specialist will explain to students
how to create a multimedia PowerPoint presentation that contains images taken from the internet.
These tasks will be implemented through lectures, graphic organizers, and demonstrations via the
internet with the aid of the Promethean board. Additionally, the media specialist will create a
pathfinder to aid the students.

ASSESSMENT

• Product

In partners, students will create a multimedia PowerPoint presentation that includes images taken
from the internet and develop an advertisement for a particular product using either the
persuasive techniques of bandwagon, testimonials, hero appeal, word play, or emotions.

• Process
The media specialist will use oral questions to prompt students’ to discuss multimedia
presentations.

The media specialist and students will use graphic organizers to facilitate students’
understanding of multimedia presentations.

The media specialist will model strategies to create multimedia presentations to students.

The media specialist will observe students individually and in groups to monitor their
collaborative processes and ability to organize information.

• Student self-questioning

Students will review their graphic organizers to learn the 5 W’s of multimedia presentations.
What are they? When do people use them? Why do people use them? ; Etc.

Students will reflect on their learning.

Students will check their multimedia PowerPoint presentations against their rubrics before
submitting them.

INSTRUCTIONAL PLAN:

DAY ONE

1. Activating Strategy

The media specialist will pose two questions to the students. “What is a multimedia
presentation? What are their purposes? The students will receive approximately five minutes
to generate ideas and complete a K-W-L-H chart about multimedia presentations. They will
only complete the K and W columns. The media specialist will begin to discuss students’
answers as well as multimedia presentations with them.

2. Activity One

Using the projector and promethean board, the media specialist will display a brief
multimedia PowerPoint presentation that includes images and persuasive advertisements. The
presentation can be found at
http://www.primaryresources.co.uk/english/powerpoints/persuasive_adverts_key.swf. Next,
the students will receive a handout on how to create a multimedia PowerPoint presentation
that includes taking images from the internet. Also, the media specialist will use the previous
presentation to model the steps for creating a presentation and for taking images from the
internet and placing them in a presentation.
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3. Activity Two

The media specialist will briefly use the Promethean Board to show the students the
pathfinder, which will contain resources that can be utilized in creating their presentations.
The pathfinder can be found at http://cwaltonpathfinderpersuasive.pbworks.com/Candice-
Walton.

4. Activity Three

The students will work in partners to choose an item to advertise and create a multimedia
PowerPoint presentation on the item using bandwagon, testimonials, hero appeal, word play,
or emotions. The presentation must consist of at least 3 slides, advertise an object, use a
persuasive technique, and each slide must contain an image. While students are working, the
media specialist will walk around to assist them.

5. Wrapping it UP

The groups will save their presentations to a flash drive. The students will also complete their
H and L columns of their K-W-L-H charts. The chart will constitute as their ticket out the
door.

Resources students will use:

• Online subscription database (s): www.galileo.com; Kids Search powered by EBSCO

host found at: http://web.ebscohost.com/srck5/search?vid=1&hid=6&sid=d9622cf4-139f-
48a9-a668-999f8cde9481%40sessionmgr12.

• Web sites: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1kwlh.htm;

http://www.learnnc.org/lp/pages/647;
http://www.educationworld.com/a_tech/tutorials/ew_ppt.htm;
http://www.actden.com/PP/print/unit1.htm;

http://www.education.ucsb.edu/ucsbpt3/afield/teacher_projects/geometry_hunt/your_pow
er_point.html

Instruction/Activities:

• Direct Instruction:
 The media specialist will provide students with graphic organizers to facilitate their
learning.

The media specialist will use the Promethean Board to share graphic organizers such as
the K-W-L-H chart.

The media specialist will use the Promethean Board to model how to create a multimedia
presentation with images and to introduce the pathfinder to students.

• Modeling and guided practice:

The media specialist will guide students in determining what they know about
multimedia presentations.

The media specialist will use the Promethean Board to model how to use the computer to
create multimedia PowerPoint presentations with images.

The media specialist will introduce students to the pathfinder and explain its importance.

• Independent Practice:

Students will work in pairs to discuss which persuasive strategy to use in order to develop
their advertisements.

Students will work in pairs to organize their presentations.

Students will work in pairs to create their presentations.

• Sharing and Reflecting:

Students will complete their K-W-L-H charts in sections in which they share what they
know, what to know, what they have learned, and how to research to learn more about the
topic.
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Students will orally discuss the pros and cons of the learning process with the media
specialist.

If time permits, students will share their presentations.

Lesson Materials and Equipment

~ Promethean Board & Projector

~Checkout 15 laptops from the Media Center

~Graphic Organizers

~Handouts

~Examples of multimedia presentations

~Pathfinder with Resources

K-W-L-H Chart
Before learning about multimedia presentations, complete the know and need to
know columns. Fill in the last two columns after completing the multimedia
presentation.

Name: Topic: Multimedia Presentations

What I Know What I Need to What I’ve Learned How I can Learn
Know More
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Creating Your Power Point Presentation

Students will use the handout to create the PowerPoint presentations with added emphasis
on the categories that pertains to images.

To Open Power Point:
• Click on the Power
Point icon
• Choose Blank
Presentation
• Choose Title Slide
layout
• Click on the box and
type a title for your
presentation
To add Background Pattern: To get the Next Slide:
• Click Format
• Click Background
• Click Fill Effects
• Click Pattern tab
• Click the pattern you
want
• Click OK
• Click Apply
• Click the New Slide
button or go to toolbar
> Insert > New Slide
• Choose a layout
• Type and add images
• Continue this process
until all of the written
information you want to
SHOW is on slides

To get more stuff on the To add Shapes: Adding Color to a Textbox:

Toolbars:
• Click View on the
toolbar
• Click on Toolbars
• Choose the tools you
want to use so they will
show on your screen
(animation, pictures,
etc)
• Click Autoshape Button • Click text box
• Choose a shape • On Drawing Toolbar,
click the arrow beside
• To make the shape the Fill Color button
larger or smaller drag
the resizing handle • Pick the color you want
• Hold down the shift key
as you drag or you will
distort the shape

To Copy and Image from the To Outline a Box: To select Background Color:
Internet:
• Click on the Text Box • Click Format
• Go to an Internet site
• Click on line color • Click Background
• Put the cursor on the button
picture and hold • Click on list box to
• Click on the color open
• A pop-up menu will
 show
• Select Copy Image
• Return to the clip art
page
• Click where you want
the picture
• Go the Edit on toolbar
• Paste
To add Animation:
• Click the slide view
button to bring up the
slide you want to
animate
• Go to Slide View
• On the Formatting
Toolbar click the
Animation Effects
Toolbar
• Choose the animation
To Spellcheck:
• Check the toolbar box
with the square that has
the ABC's in it
• Click the Line Style
button
To add CD music:
• Display the slide
• Click Insert menu
• Point to Movies and
Sounds
• Choose the CD audio
track you want
• Enter the music track
number in the start and
end track boxes
• To play, double click
the CD icon
To add Clip Art:
• Go to toolbar
• Go to Insert
• Find the Clip Art
• Click More
• Choose color
• Click Apply
To add Sound:
• In Slide View, select
the object you want to
add sound to
• Click the Slide Show
menu
• Click Custom
Animation
Under Entry Animation, select
Sound
To Crop an Image:
• On the picture toolbar,
click the Crop Icon
Put the icon on the corner of
the picture and drag it in until
you've cut the picture to the
size you want
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To add Texture:
• Click on Fill Effects
• Click on Texture
• Choose your texture
 Advertisement
Presentation
Rubric

CATEGORY 4 3 2 1
Content - All content Most of the content is The content is Content is typically
Accuracy throughout the accurate, and the generally accurate, confusing, and the
presentation is presentation and the persuasive presentation does
accurate, and the moderately uses a strategy is not clearly not include the use of
presentation persuasive strategy. utilized. a persuasive
effectively uses a strategy.
persuasive strategy.
Use of Graphics All 3 or more Two or less graphics Two or less graphic The presentations
graphics are are not attractive but are attractive but does not contain any
attractive (size and all support the they do not seem to graphics related the
colors) and support theme/content of the support the
content of the
the theme/content of presentation. theme/content of the
the presentation. presentation. presentation.

Effectiveness Project includes all Project includes most Project is missing Project is lacking
material needed to material needed to more than two key several key elements
gain a comfortable gain a comfortable elements. It would and has no
understanding of the understanding of the make an incomplete
persuasive appeal.
topic, and it is material but is persuasive ad.
extremely lacking one or two
persuasive. key elements. It is
adequately
persuasive.
Originality Presentation shows Presentation shows Presentation shows Presentation is a
considerable some originality and an attempt at rehash of other
originality and inventiveness. The originality and people's ideas and/or
inventiveness. The content and ideas inventiveness on 1-2
graphics and shows
content and ideas are presented in an cards.
are presented in a interesting way. very little attempt at
unique and original thought.
interesting way.
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Reflection

Creating this lesson with a fellow colleague was awesome. I learned a lot throughout the
process. Initially, I met with a sixth grade teacher to discuss technology concerns of her students.
She stated that many of her students are in awe whenever she uses PowerPoint presentations that
include images. The students make comments such as, “That is a cool picture”! She wants to
teach them how to create multimedia presentations that includes images, but she rarely has the
time to incorporate technology in her lessons. I informed her that I am currently enrolled in
school, and I needed to collaborate with a classroom teacher on creating an information literacy
lesson plan. I further explained that she would continue to function as the Language arts and
reading teacher while I would take on the role of the media specialist.

We were excited to get to work. I asked to view a copy of her sixth grade Georgia
Language Arts and reading standards, and I found the perfect standard to use in the
implementation of the information literacy lesson plan. The standard is ELA6W3. In this
standard, the student uses research and technology to support writing; the student (b.) Produces
brief research projects (compositions, multimedia presentations, graphic organizers, and projects,
etc.).

Furthermore, we needed to decide on how we would create an engaging and exciting

lesson that related to the standard. She informed me that she was in the process of reviewing
persuasive techniques. Once she said persuasive, the light bulb immediately began to shine. I
thought about using the persuasive techniques to allow students to create a PowerPoint
presentation that uses images to develop an advertisement. I explained my thoughts to her, and
she was willing to collaborate on the lesson plan.

However, the actual collaboration mainly took place after school. Since we have different
planning periods, it was difficult to collaborate with her during school hours. Nonetheless, she
was willing to stay an hour after school on Wednesdays and Thursdays, so we could work
together. In our collaborative meetings, I explained to her that the lesson would be for only one
class period. Because the teacher had introduced and explained the persuasive strategies to the
students, I would only need to model how to create the advertisement presentation.

Once we designed the lesson, we established a day that I could come to her classroom to
teach the lesson. We were able to successfully establish a meeting day. The teacher served as a
facilitator, and I taught the actual lesson. The teaching of the lesson went extremely well. The
students were actively engaged, and they were well behaved. Having the main teacher as a
facilitator was extremely helpful. The students successfully completed their graphic organizers,
and they were thrilled to create a presentation that involved images. It was remarkable to see
their faces light up. At the conclusion of the lesson, the students had truly learned how to create
and navigate PowerPoint presentations.

Although the lesson was engaging and informing, there are a few changes that I would
have made. First, I would have allotted at least 2 class periods to implement the lesson. With
more time, I could have shown the students how to include animation as well as audio. Second, I
would have liked to incorporate this lesson as a school wide plan. Many of the students are not
familiar with using PowerPoint presentations, and it would be beneficial for them to be able to
effectively utilize them. Third, I could have taught the students copyright rules and fair use, so
they would be aware of which images they could use without copyright infringement.

Overall, this was a great learning experience. I enjoyed working with another teacher in
designing the lesson. It is a lot easier to develop lessons when each individual has a specific
element to design. We were able to put our ideas together, so we could introduce students to
needed information literacy skills. We designed the lesson to reflect students’ differences. For
example, I began the lesson by lecturing to the students about the purpose of multimedia
presentations. Next, I allowed them to complete a graphic organizer. Then, I appealed to visual
learners via the Promethean Board. Last, I allowed the students to work in groups.

In conclusion, this experience taught me that media specialists have several hats. They
are teachers, librarians, and change agents. It was difficult for the teacher and me to design a
specific day and time to collaborate during school hours. We had to work after school. Imagine
the difficulties of a media specialist trying to collaborate with the teachers in his or her school. I
have so much more respect for media specialists. Yes, they need to collaborate with teachers in
order to implement information literacy skills, but teachers need to assist them. Having the
classroom teacher introduce students to the different types of persuasive techniques and to how
they are used in the media allowed me more time to focus on teaching students how to create the
presentations.