Big6+Information+problem+Solving



Pennington

Big Six Assignment Organizer (This lesson plan covers one day of a five-day unit of study)

__Preassessment:__ Prior to beginning the lesson I administered and collected results from a survey of 113 eighth grade students and their perceived ability to research, organize and write a quality research paper. Of the student responses, a little less than half (49) felt they were not prepared to write quality papers for high school and beyond. A little less than half (48) also felt they would benefit from a workshop to help them research, organize and write a paper. I also administered a survey to teachers asking if they felt their students needed help and would benefit from such a workshop and all of the teachers responded 100% in the affirmative.

__Standards and Goals:__ Standard 1.0 – TSW develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text Learning Objective 8.1.9(l) – Use and evaluate a variety of sources to prepare a research paper that includes a title page, outline, notes, and a bibliography.

__Instructional Objectives:__ //A (Audience)// - TLW choose a topic to research and write a thesis statement //B (Behavior)// – TLW: 1-create a list of resources which can be used for information; 2-locate and gather the physical resources; 3-use the Table of Contents, Glossary & Index to locate specific information within each source; 4-conduct subject and key word searches to locate specific information within electronic databases; 5-evaluate the information for reliability and usefulness. //C (Conditions)// – TLW demonstrate mastery by the end of class by compiling a list of three physical resources and four reliable database sources to be used for gathering research during the next class. //D (Degree)// – TLW demonstrate mastery by properly compiling a list of at least three physical resources and four reliable database sources, for a score of 7 out of 7; A score of 6 out of 7, will be given for only two physical resources and four reliable databases; a score of 5 out of 7, will be given for only one physical resources and four reliable databases; and so on.

__Materials, Media and other Resources:__ The teacher/librarian will need the following resources: a computer, a multi-media projector, projector screen, PowerPoint presentation, library reservation for five days, an outline handout of PowerPoint presentation (to be given to students for notes), and a prepared “treasure map” with missing information to find a buried treasure. A sheet of language translation websites will also be available for ELL students. (See top of this page for the "Literacy Lesson Plan" powerpoint.)

The students will need the following resources: pencil, paper, and a preselected topic for research, access to library for books and computer usage, PowerPoint handout.

__Set Induction:__ The teacher/librarian will start off by reading or telling the story of a “lost treasure” which was hidden right there in the City of Clarksville. The background would be set of how the treasure came to be located in Clarksville and the “misfortune” that follows the person who attempts to locate the treasure without going through all the fail-safes along the way to pinpoint the treasure’s location. TTW pass to the students a prepared modified “treasure map” with several important steps and clues left out. TLW attempt to locate the treasure (on the paper map) using the little bit of information they have been given.

__Instructional Sequence:__ 1-TLW be given 4 minutes to attempt to “locate” the treasure on the map. 2-After the elapsed time, TTW ask the students why they were unable to locate the treasure using the clues given. 3-TTW inform the students that often we get ready to perform a task, like writing a research paper, and feel that we have all the information we need to know in order to complete the task, much like the treasure map and faulty clues. 4-TTW introduce a way to organize and prepare information for a research paper by presenting the PowerPoint presentation on the “Big6 Information Problem Solving” strategy. 5-TLW : (a)-create a list of resources which can be used for information gathering on their previously chosen topic; (b)-locate and gather the physical resources; (c)-use the Table of Contents, Glossary & Index to locate specific information within each source; (d)-conduct subject and key word searches to locate specific information within electronic databases; (e)-evaluate the information for reliability and usefulness, (f) create a list of three physical resources and four reliable database sources to be used for gathering research during the next class.

__Closure:__ After the students have compiled a list of useful resources and submitted it to the teacher, TTW provide a final list of clues to help students locate the “treasure” on the map. TLW analyze and synthesize the information and come to the conclusion that searching, and researching, is definitely easier when all the key components are provided, whether it be for a treasure map, or a research paper. The discussion on this finding will come after the students “locate” the treasure.

__Adaptation and Extensions:__ This lesson plan will accommodate the student who is a __hands-on__ learner by physically handling the “treasure map,” and actively having to locate and evaluate certain reference sources, books and/or internet, for their chosen topic. The __auditory__ learner will have the PowerPoint presentation to listen to, as well as the lecture of research strategies. The __visual__ learner will have the PowerPoint presentation, the “treasure map” information, work on the computer, and actually view the materials they have chosen for their topic. The __tactile/kinesthetic__ learner will actively be up collecting and handling the reference materials, as well as locating it on the computer.

The ELL learners will be directed to a translation website so they can translate any question they have into their own language, and vice versa. The slow learner will have their rubric for the assignment modified to reflect only two physical sources and two Internet/databases sources. The gifted students’ needs will also be adjusted by adding a PowerPoint presentation to their requirements.

__Assessment:__ The students will be required to present a written list of resources, as mentioned in the Instructional Objectives above, to be checked and given back to them for continued research tomorrow.

__Reflection:__ I have not taught this lesson but feel it is one that definitely needs to be taught at our school. The teachers I polled also agreed there was a need for this type of lesson. I tried to think of something that would pique the students’ curiosity and interest in the lesson and the “treasure map” was something I felt could grab the students’ attention. I will not know exactly how this will play out until I actually teach the lesson for the first time. At that time, I will be able to adjust and monitor the lesson as needed to meet time restraints and students’ needs.

This lesson plan has actually made me rethink a lot about the way I write lesson plans, certainly not THIS detailed, and what more I can do to draw the students into the lesson.

__Sources__: “Big6” is copyrighted by Michael Eisenberg and Robert Berkowitz. 1990. “Big6 Assignment Organizer.” Jansen, B.A. retrieved October 11, 2007, from http://library.sasaustin.org/paperOrganizerUS.php