Planning
Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be
reproduced in any form without the expressed written consent of the District
Superintendent or his designee.
| LU Title: Beyond "Ranger
Rick" Using periodicals for research
|
Author(s): Kathy Rollman
|
| Grade Level: 5-8
|
School Address: Herkimer
Elementary School Herkimer, NY
|
| Subject Area: Library
Information Skills/Language Arts
|
School Phone/Fax: 315-866-6027
/ 315-866-8568
|
CONTENT
KNOWLEDGE
| Declarative
|
Procedural
|
| Types of periodicals
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Analyze periodicals/compare and
contrast
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| Parts of periodicals
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Identify appropriate subject headings
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| Reader's Guide organization
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Identify pertinent articles to look at
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| Reader's Guide usage
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Request and procure articles needed
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| Electronic periodical indexes
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Analyze suitability of article for research
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| In-house loan requests
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|
| Interlibrary loan procedures
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|
ESSENTIAL
QUESTIONS
- Where is the best information found for research papers?
- When is the best time to use periodicals vs. books?
- How do I search for information in thousands of periodicals?
- How do I acquire the periodical I need to look at?
- Does the information I've found satisfy the questions I have to answer?
INITIATING ACTIVITY
Connection to State
Learning Standards
Content Area: English Language Arts
Level: 5-8
| Benchmarks: Listen: Evaluate information found in
videotape and spoken directives. Read: Gather information from handouts,
Reader's Guide, electronic databases and periodicals. Write: collect data,
facts and ideas and organize them into a document.
|
|
Benchmarks: Evaluate and analyze: compare and contrast
different types of periodicals, investigate packaging of facts and data,
identify proper subject headings, analyze usefulness of information in
articles, differentiate worthwhile vs. unneeded data and information
|
| Standard: ELA #1: READ, WRITE, LISTEN, AND SPEAK FOR
INFORMATION AND UNDERSTANDING.
|
|
Standard: ELA #3: READ, WRITE, LISTEN AND SPEAK
FOR CRITICAL ANALYSIS AND EVALUATION.
|
Unit Theme: PERIODICALS: MORE THAN
PINUPS, PULL-OUTS AND PRODUCTS.
Learning
Experiences
Declarative Knowledge
| What declarative knowledge should
studentsbe in the process of acquiring & integrating? As a result of the
unit, the student will know or understand…
|
What experiences or activities will be used
to help students acquire & integrate this knowledge?
|
What strategies will be used to help
students construct meaning, organize and/or store the knowledge?
|
Describe what will be done.
|
| A periodical is a magazine.
Periodicals are used for research.
Periodicals are arranged in specific ways.
Periodicals are of different types and have different uses.
There are indexes for periodical articles.
The Reader's Guide to Periodical Literature is organized in a specific
manner.
There are various electronic periodical indexes.
Periodical articles may be acquired through a interlibrary loan process.
|
Back issues of
periodicals
Handouts
Video: "How to use the Reader's Guide"
Back issues of the Reader's Guide
Overhead transparency
CD-ROM program: "Infotrac" On-line site: "Wilson Select"
(or Infotrac) (This can vary depending upon resources available.)
Interlibrary Loan blank forms
Current "Union List of Serials"
|
KWL
3-minute pause
Group work
Demonstration lecture
Graphic organizers
Visual aids
Class discussion
|
On paper, KW part of KWL
Discussion of ideas View video: use 3-minute pause: "Describe something
you did not know before" Using back issues of RG, fill in worksheet by
looking up topics and listing data in an entry. Complete "L" part of
KWL
Using television-computer converter, and teacher demonstration lecture,
examine "Infotrac" on CD-ROM, and "Wilson Select" online
In groups, look up topics in Infotrac and Wilson Select. Group completes
hand-out.
Demonstration lecture: show inhouse periodical list, and "Union List of
Serials"
|
Learning
Experiences
Procedural Knowledge
| What procedural knowledge will students be
in the process of acquiring & integrating? As a result of this unit,
students will be able to:
|
What will be done to help students
construct models, shape & internalize the knowledge?
|
Describe what will be done.
|
| Use periodicals for
research.
Use periodical indexes to locate topical information needed for research:
Reader's Guide to Periodical Literature "Infotrac" or other CD-Rom
product "Wilson Select" or other online resource.
Refine search topics to locate correct information.
Choose appropriate articles needed for research.
Procure article through inhouse, online downloading or interlibrary
borrowing procedures.
|
Help students understand
the value of using periodicals in research.
Construct a graphic representation of an entry used in periodical indexing.
Think aloud process
Point out common errors and pitfalls.
Create an opportunity for the students to fill out an Ill form.
|
Using old issues of
periodicals, have pairs of students construct a chart by cutting out and
pasting pictures and headlines from articles which give us
"information" ..to visually show what can be learned from
periodicals.
On the board, construct a descriptive pattern graphic organizer, the center
reading, "What information about a periodical article do you find in an
entry from the RG" (title, author, pages, etc)
Groups of 4. Each group is given a list of 4 different questions to
research. The group must find the key word or main idea to look up in each.
Group presents them to class for further discussion in think aloud form.
Read aloud some examples of choosing appropriate and inappropriate articles
to choose for researching specific topics. The topics are "fun"
topics, from their culture (example: What are the top-rated television shows?)
Overhead presentation: Transparency of ILL form. Each student has blank form
to fill in as teacher goes through the sample on the screen.
|
Learning
Experiences
Extending and Refining
| What knowledge will students be extending
and refining? Specifically, they will be extending and refining their
understanding of…
|
What reasoning process will they be
using?
|
Describe what will be done.
|
| The Reader's Guide and the
component parts of an entry.
|
 Comparing
Classifying
Inductive
Reasoning
Deductive
Reasoning
- Error Analysis
- Analyzing Perspectives
- Constructing Support
Abstracting
|
Students will pretend they
are indexers employes by the H.W. Wilson Co., the publisher of The Reader's
Guide.
Working in groups of 2, students will chooses a periodical article.
They will index the article just as it would appear in the Reader's Guide.
They will list all probable Subject headings, author, title of article,
title of periodical, date of periodical, pages article found on.
|
| Step 1
|
Step 2
|
Step 3
|
| What knowledge will students be
using meaningfully? Specifically, they will be demonstrating their
understanding of and ability to...........
|
What reasoning process will they be
using?
|
Describe student's products and
performances and the criteria for evaluation.
|
|
|
[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of
others)
[ ] Problem Solving
(seeking to achieve a goal by overcomming constraints or lmiting conditions)
[ ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a
hypothetical past or future event, or to the defining characteristics of
something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:
|
Products/Performances
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| Criteria for evaluation
|
Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed
differently?
|
|
Element #1
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Element #2
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Element #3
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Element #4
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Elements
Scale
|
TOPIC CHOSEN; HEADINGS USED
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USE OF PERIODICAL INDEXES
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ACQUISITION OF ARTICLES
|
WRITTEN ESSAY
|
| Weights
|
10%
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40%
|
25%
|
25%
|
| 4
|
Topic is easily researched;
Question well-defined; Key words, main ideas logical
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Can find topic in all
indexes, print and electronic; Understands all component parts of the entries
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Chooses appropriate
articles to acquire; Understands where and how to borrow article
|
Essay is well-written;
Essay uses many facts found in articles; Essay is persuasive.
|
| 3
|
Topic somewhat difficult;
Question fuzzy; Key words could be more accurate.
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Can find topic in 2
indexes; Understands most component parts of the entries.
|
Chooses appropriate
articles to acquire but is not sure how to borrow them.
|
Essay is of average
quality; Some facts are present; Somewhat persuasive.
|
| 2
|
Topic difficult to
research; Question not phrased adequately; Main idea only slightly hit.
|
Can find topic in 1 index
only; Understands only a small part of entries.
|
Chooses inappropriate
articles to acquire, but understands the borrowing process.
|
Essay has many composition
errors; Few facts present; Mildly persuasive.
|
| 1
|
Topic poorly chosen;
Question not logical; Main idea not determined.
|
Cannot find the topic in
any index; Does not understand any part of the entries.
|
Does not choose appropriate
articles; Does not understand how to borrow articles.
|
Poorly written essay: No
facts present; Not persuasive
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NOTE: Rubric or other
performance asessment instruments may be used.
Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)
Key Questions:
* How many score points are needed to discriminate among the full range of
different degrees of understanding, proficiency, or quality?
This response, product, or performance provides evidence of
understanding of concept/principle/generalization or
proficiency in skill/process/strategy.
| Score Point
4
|
Score Point
3
|
| [ ]
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[ ]
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| [ ]
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[ ]
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| [ ]
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[ ]
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| [ ]
|
[ ]
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| Score Point
2
|
Score Point
1
|
| [ ]
|
[ ]
|
| [ ]
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[ ]
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| [ ]
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[ ]
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| [ ]
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[ ]
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Have You Considered These
Yet?
Learn to Learn Skills:
Students receive individual attention from teacher, or peer tutoring
in use of references and electronic resources. These skills are applicable to a
wide variety of reference tasks.
Assessment Modifications:
Students who have individual prescribed instruction programs due to
special learning needs will complete all projects with a team member and/or
adult help. Assessment will be modified in accordance with individual programs.
Unit Schedule/Time Plan:
This is a very extensive learning unit, but the time taken from
Library Skills classes will provide the cornerstone for reference work in high
school and college years. Plan for 7 Library class periods, broken into: Day 1:
Introduction, KWl, Videotape and discussion, worksheet. Day 2: TV Presenter:
CD-ROM product and ONLINE product; "Choosing topics" exercise and
worksheet. Day 3: Graphic organizer; Key word group work; "H.W. Wilson
indexer game". Day 4: Poster production (partner work). Day 5: ILL
transparency; acquisition of articles lecture. Day 6: Looking up topic (group
work) for "Letter to the Editor". Day 7: Writing of letter (with
individual guidance from teacher)
Written Overview:
The focus of this learning unit is on the introduction and eventual
understanding of the importance of using periodical articles in research. This
moves the learner from reliance upon encyclopedias for information to the use
of more sophisticates reference tools. The project is extensive, and attempts
to familiarize the student with the organization of vaious indexing resources,
and to allow them to become comfortable with the entry information, and the
acquisition of articles they will need in upper level research.