IST 663: Lesson Segment 1

PART 1: PLANNING
General Information
Librarian (your name): Elizabeth Griffin
Collaborative Partner(s): 5th Grade Teacher / Science Teacher
Lesson Plan/Unit Title: Regional Reptiles and Researching
Grade Level: 5th
Required Teaching Time: 40 minutes 1 hour
Scheduling: Fixed Flexible Mixed
Grouping: Individualized Small Group Large Group
Lesson Type: Lesson within a learning segment

Standards: (AASL and/or IFC, Common Core)

AASL: 1.1.4 Find, evaluate, and select appropriate sources to answer questions.

IFC: Grade 5 Standard 1 Using information to build understanding. Investigate: Evaluates

print and electronic information for usefulness, relevance, and accuracy.

Common Core: W.5.9. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Lesson Overview: The librarian will explain and demonstrate how to find print and
non-print resources in the library. The librarian will also explain what makes a resource
reliable. Students will be given a graphic organizer to complete for their resources to
ensure they are reliable.

Central Focus: 5th Grade students will learn about research methods in the library,
completing citations, and presenting information effectively while conducting a research
project about a reptile of their choice.

Learning Target(s)/Learning Objectives: 5th Grade students will conduct research

about a specific reptile of their choice and will locate three reliable resources with useful
information about that reptile.

Connection
This is the first lesson in the learning segment and it lays the groundwork for the other
lessons. As students will be conducting short research projects based on the reptile of
their choice, they will need a lesson on proper research methods that can be used both
inside and outside of the library. This segment has been designed to take students from
the start to the end of a research project and this lesson is the first step in doing so.

Prior Knowledge Required (skills and language demands needed to be successful in

this lesson):
This lesson has been designed as an introduction to the research process and as such,
there is no prior knowledge required. Understanding and being able to define reliability
in terms of research may be helpful but will be covered in the lesson to ensure all
students are properly prepared for their independents research.

Language Demands
Function: Apply
Demand: Fill out graphic organizer on resource reliability.
Vocabulary: Reliability, resource, source, authority, currency, verifiability, objectivity,
publisher, citation, credit

Misconceptions (Identify the common misconceptions regarding the concept or skill):

One of the misconceptions that comes with this topic is what counts as a reliable
resource. Many students may think a particular resource is or is not reliable when it is the
opposite. Once students have the tools they need to identify the reliability of resources,
this misconception may no longer be an issue.

Another misconception is that students can only find reliable information in print
resources or in non-print resources. There is plenty of great information to be found in
both, but some students may think otherwise. This lesson highlights that useful
information can be found in both types of resources and equips students with the tools to
use both.
Required Resources and Materials:
(These include such things as handouts, media, learning stations, tests, etc.)

This lesson requires a graphic organizer handout for students to complete based on their
research and a presentation that explains how to identify reliable resources that are print
or non-print.

Learner Profile (e.g., # students, special needs, reading

levels, class characteristics, etc.):
(The information as you have about your students will help you plan a lesson that
matches their needs and interests.)
The 5th grade class consists of 20 diverse students with varying skills and abilities. Of the
20, 14 students are reading at grade level with 4 students reading above grade level and
the remaining 2 reading slightly below grade level. The two students reading below grade
level can be paired with students reading at or above grade level in order to ensure they
do not fall behind and have additional support throughout the project to accommodate
them. None of the students are identified as having special needs.

The group is mostly made up of analyzers, or students who prefer to have more control
over what theyre learning and who are more inquiry based. A few students identify as
synthesizers, or those who would prefer to see a completed project prior to beginning
theirs. As the majority (15+) of the students identify as analyzers, the lesson has been
designed with them in mind. Modifications can be made available to the synthesizers
such as meeting separately with the teacher or librarian in order to see the bigger picture
of the overarching project.

In terms of learning styles, students are split between assimilators and accommodators.
In order for the lesson to benefit the split between students, the lesson has been
designed to appease both. The information will first be presented by the librarian and
then, after a brief guided practice, students will be able to practice what they have
learned themselves. Additionally, as there are class activities built into the lesson,
students will be amply prepared to complete the independent tasks.

Incoming Motivational Levels (select all that apply):

(Use the ARCS Model to assess your students motivation before they participate
in your lesson.)

Attention: Low Medium High

Explanation:
In this lesson, students will experience medium attention. Students may get distracted
during the independent research portion of this lesson and need to be reminded to stay
on task.

Relevance: Low Medium High

Explanation:
This lesson is very relevant to what the students are doing as it prepares them for the
research project they will be conducting on the reptile of their choice. As they have a
choice in what reptile they research, it gives the students more ownership of their
project.

Confidence: Low Medium High

Explanation:
Students may not have experience researching in the library and may not feel as
confident as some of their classmates. However, as they will be familiar with the research
topic, this will lead to an increase in confidence.

Satisfaction: Low Medium High

Explanation:
Students will experience medium satisfaction as they will have a choice in the reptile
they research. However, as students do not have as much creative freedom, their
satisfaction is not as high as it is for other lessons in this unit.
Motivational Goals:
(Use the ARCS Model to describe how you will address motivational issues
described above.)
One motivational issue identified above is a students lack of confidence in the research
process. This can be addressed in a variety of ways. Students can be paired to research
together based on prior knowledge and current research skills. Students can also seek
additional help and support from the librarian and content teacher. As students become
more familiar with researching, their confidence will increase.
Another motivational issue that can be addressed is satisfaction. Students will be
reminded that the project ultimately culminates with a brief presentation of their
findings. Knowing that they will have the opportunity to present what theyve learned in
a way that allows for some creative freedom may lead to an increase in satisfaction for
this segment in the overall lesson unit.

Lastly, students have the potential not to stay on task while working on their research. If
this is the case, the teacher and librarian will remind students to complete the task
Additionally, the lesson will be designed to be as engaging as possible to ensure that the
students are immersed in learning from the start.

Grouping:
(If applicable, describe how and why students will be grouped such as by ability,
interests social, etc.)
Grouping will be done if students are lacking confidence in their ability which can be
done through a variety of ways. They are listed and explained by order of preference.

Subject Topic: If students are conducting research on the same reptile, they can be
paired together to do that research. Ultimately the students will be presenting their own
findings based on the research they have conducted but if there are limited resources
available to students in the library, they can share.

Confidence in Using Library Resources: Students who have conducted research in the
library prior to this lesson can be paired with students who have not done so. Students
struggling with locating reliable resources will have an additional source of support and
aid.

Social: Students can be paired socially while doing their research as well. This will inspire
students to work together with a partner or partners of their choice. In this case, students
will need to be monitored to ensure they stay on task and the social grouping is not
distracting to their learning and completing the required task.

Again, these grouping options are listed in order from first choice to last choice. Each
grouping option has its strengths and it ultimately depends on the group of students the
librarian is working with.

PART 2: ASSESSMENT STRATEGIES AND CRITERIA (e.g. rubric,

checklist, etc.)
Learning Targets and Assessments must be aligned!
Assessment Strategy #1
(Describe):
Students will submit their graphic organizer
that lists the three resources they have
selected, explains why they think those
Describe how the assessment is aligned to
the Central Focus and Learning Target
This assessment aligns to the central focus
as the central focus calls for students to
learn research methods. Students will
demonstrate that they have learned these
methods by recording in a graphic
resources are reliable based on the
information presented during the lesson,
and has all the required information about
their selected resource.
Assessment Strategy #2
(Describe):
Students will be shown five different
resources and will need to decide if they
are reliable or not based on the lesson.
They will be given a checklist to fill out and
everyone will go over the answers together
as a class before turning in their answers to
the teacher or librarian. This assessment is
done before the students conduct their own
research for the project.
organizer their reasoning for selecting each
resource.
How does this assessment provide
evidence of student understanding?
This assessment provides evidence on
student understanding based on their
responses to the questions on the graphic
organizer. If students say that they selected
a particular resource based on an
explanation provided in class, it indicates
that they understand the material.
How will you provide feedback to students
on this assessment?
Students will get written feedback on their
graphic organizers that indicate whether
they have selected proper resources,
whether they may need to look again, and
indicates what areas they can improve on.
If students appear to be struggling with the
material, they can meet with the librarian
to go over the material again.
Describe how the assessment is aligned to
the Central Focus and Learning Target
This assessment aligns with the central
focus of the lesson segment as the central
focus calls for students to recognize
reliability of resources using tools theyve
been taught in this lesson. It aligns with the
learning target as it tests whether students
can identify reliable resources prior to
conducting their research.
How does this assessment provide
evidence of student understanding?
This assessment provides evidence of
student understanding because it indicates
whether they can recognize a reliable
resource or not. If students fail to
accurately label these resources, it will
indicate that they need additional support
in this lesson.
How will you provide feedback to students
on this assessment?
Feedback will be provided when the
students are going over the answers
together as a class. The students will trade
answer sheets with a classmate to grade.
 The librarian will ask the class about each
resource and if it is reliable or not and then
ask for an explanation. Feedback can be
given with each resource as to why it is or
is not reliable.

PART 3: INSTRUCTIONAL AND LEARNING ACTIVITIES

Instructional Activities:
[Describe what librarian will do and activities & exercises that students are
expected to do]
The librarian will give a presentation on how to research in the library. Topics will include
where to find resources in the library, what makes resources reliable, and why reliability
is important in researching. Students will be asked to identify reliable resources in a short
group activity before they independently look for resources on the reptile of their choice.
Students must complete a graphic organizer and explain why each resource they
selected is reliable.

Setup/Preparation: (Describe what you need to have in place before and during
your lesson.)
Prior to the lesson, five different resources will need to be selected as part of the class
activity. These resources should include some that are reliable and some that are not.
Additionally, the librarian will need to prepare the presentation, print the graphic
organizers and checklists which will be distributed to students, and have additional
writing utensils ready in case students come unprepared. The librarian will present a fun
Reptile Fact of the Day to start the lesson. Students will need access to computers
should they decide to conduct some of their research online.

Direct Instruction: (Describe everything that will happen in your lesson.)

Following the fun Reptile Fact of the Day question, the librarian will begin the
presentation on researching in the library. The librarian will cover where to find
information regarding this particular subject in the library, where to find this information
online, and then go into determining which resources are reliable and which are not. The
librarian will cover the ways to check for reliability for online resources by playing a short
video and how to identify reliable print resources as well. Additionally, the librarian will
be asking students questions throughout the presentation in order to keep them
engaged. The content teacher will walk around the room to ensure students are paying
attention

The librarian will answer any questions that come up during and following the
presentation. The content teacher will inform students about what content they will need
to find about their chosen reptile and what needs to be covered in their presentations.
Independent Practice: (Describe what students will do to practice what they are
learning.)
Prior to the start of the independent practice, the content teacher will explain the
requirements for the project and what it is the students will need to cover in their
presentations. The content teacher will also answer any questions students have in
relation to the information they need to include in their presentations and look for in their
research.

Students will independently research the reptile of their choice using what theyve
learned from the earlier presentation to ensure that the resources they select are
reliable. Students will be able to use print or non-print resources as long as they find
three that are reliable. The librarian will hand out a graphic organizer to the students that
they must complete to explain why the resources they have selected are reliable or not.
They will turn in their graphic organizers so that it can be determined if their resources
are reliable.

Sharing and Reflecting: (Describe ways in which students will share what they
have learned and how they can reflect on their learning process.)
At the end of the lesson, the students will come back together before they are dismissed.
They will be asked to reflect on what theyve learned about researching. Students will be

IST 663: Lesson Segment 2

PART 1: PLANNING
General Information
Librarian (your name): Elizabeth Griffin
Collaborative Partner(s): 5th Grade Teacher / Science Teacher
Lesson Plan/Unit Title: Regional Reptiles and Citations
Grade Level: 5th
Required Teaching Time: 40 minutes 1 hour
Scheduling: Fixed Flexible Mixed
Grouping: Individualized Small Group Large Group
Lesson Type: Lesson within a learning segment

Standards: (AASL and/or IFC, Common Core)

AASL: 3.1.6 Use information and technology ethically and responsibly.

IFC: Grade 5 Standard 1 Using information to build understanding. Express: Cites all
sources according to the model provided by the teacher.

Common Core: W.5.9. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Lesson Overview: In this segment, students will learn how to properly cite the
resources they have selected to use in their research project. Students will listen to a
short presentation on how to cite different resources and will be given a handout to
reference later. Students will write the citations for their own research projects to be
handed in at the end of the lesson.

Central Focus: 5th Grade students will learn about research methods in the library,
completing citations, and presenting information effectively while conducting a research
project about a reptile of their choice.

Learning Target(s)/Learning Objectives: 5th Grade students will demonstrate an

understanding of MLA citations.

Connection
Following the first lesson, students will have found resources that are useful to their
topic. Now, they will need to properly cite these resources. It is important that students
know how to properly credit the information they have taken from other sources and this
lesson is designed to teach them how to do so while supporting the central focus of the
overall lesson segment.

Prior Knowledge Required (skills and language demands needed to be successful in

this lesson):
As this lesson was designed to be an introduction to citations and it is assumed that all
students will be learning this material for the first time, no prior knowledge is required.
Understanding what a citation is and that students need to properly credit sources for
selected and useful information, this information will be covered in the lesson.

Language Demands
Function: Construct
Demand: Construct and complete the bibliography for this research project
Vocabulary: Citation, Publisher, Credit, Plagiarize, Format

Misconceptions (Identify the common misconceptions regarding the concept or skill):

One possible misconception with this lesson will be that students do not think they need
to properly credit the sources from information is taken. This lesson will ensure that
anytime a student references someone elses work or ideas they must properly give
credit.
Another possible misconception is that students may think that all resources are cited
the same way and that the same method may be used for all types of resources. This
lesson will certify that is not the case and will teach students how to cite a variety of
different resources.

Required Resources and Materials:

(These include such things as handouts, media, learning stations, tests, etc.)
This lesson includes a presentation and a handout that will be used as a tool to help
students create their own citations.

Learner Profile (e.g., # students, special needs, reading

levels, class characteristics, etc.):
(The information as you have about your students will help you plan a lesson that
matches their needs and interests.)
The 5th grade class consists of 20 diverse students with varying skills and abilities. Of the
20, 14 students are reading at grade level with 4 students reading above grade level and
the remaining 2 reading slightly below grade level. The two students reading below grade
level can be paired with students reading at or above grade level in order to ensure they
do not fall behind and have additional support throughout the project to accommodate
them. None of the students are identified as having special needs.

The group is mostly made up of analyzers, or students who prefer to have more control
over what theyre learning and who are more inquiry based. A few students identify as
synthesizers, or those who would prefer to see a completed project prior to beginning
theirs. As the majority (15+) of the students identify as analyzers, the lesson has been
designed with them in mind. Modifications can be made available to the synthesizers
such as meeting separately with the teacher or librarian in order to see the bigger picture
of the overarching project.

In terms of learning styles, students are split between assimilators and accommodators.
In order for the lesson to benefit the split between students, the lesson has been
designed to appease both. The information will first be presented by the librarian and
then, after a brief guided practice, students will be able to practice what they have
learned themselves. Additionally, as there are class activities built into the lesson,
students will be amply prepared to complete the independent tasks.

Incoming Motivational Levels (select all that apply):

(Use the ARCS Model to assess your students motivation before they participate
in your lesson.)

Attention: Low Medium High

Explanation:
Students will be engaged with this lesson as it is something new to them and they will
need to pay attention in order to follow along. The lesson and support materials have
been developed to keep students interested in the topic by directly relating to what the
students are researching as well.

Relevance: Low Medium High

Explanation:
As students will need to complete a bibliography of the resources theyve chosen for this
project, this lesson is very relevant to what they will be doing. Students have selected
the reptile they wish to research and found all the resources related to that topic
themselves. This lesson will be useful moving forward as students will be citing
information throughout their academic careers and the sooner they are taught this
valuable skill, the better.

Confidence: Low Medium High

Explanation:
Students will experience low confidence as this is something very new to them. Students
will most likely not have experience creating citations based on the resources theyve
used and may struggle to create correct citations on their first try.

Satisfaction: Low Medium High

Explanation:
This lesson has a high satisfaction because students will be creating citations based on
the research theyve done. As students will be creating bibliographies for the first time,
they will get satisfaction out of the task knowing that they have learned something new.

Motivational Goals:
(Use the ARCS Model to describe how you will address motivational issues
described above.)

The biggest obstacle will be handling low confidence in this lesson segment. As students
will be learning this material for the first time, they will not be confident in their abilities
to do this work properly. It will be very important to reassure students that learning this
material takes time. Additionally, as a handout has been developed for students to use,
this should help them be more confident in completing this task and moving forward.

Should attention issues arise while students are working on their own bibliographies, the
teacher and librarian will be walking around the room to make sure students are staying
on task. Reminding students that they have work they need to get done will be highly
effective in ensuring students do not get distracted.

Grouping:
(If applicable, describe how and why students will be grouped such as by ability,
interests social, etc.)

Students will not be paired for this lesson segment unless they are demonstrating that
they are struggling with the material. In this case, students will be paired based on
ability. Students who demonstrate a better understanding of the information will be
paired with students who are not in an effort to allow students to peer teach. This will
further reinforce the information with the students who are comfortable with what they
are learning and offer additional support for the students who are not.

PART 2: ASSESSMENT STRATEGIES AND CRITERIA (e.g. rubric,

checklist, etc.)
Learning Targets and Assessments must be aligned!
Assessment Strategy #1
(Describe):
5th Grade students will submit a
bibliography of all the resources they will
use for their research project which is free
of errors and matches the template
provided.
Describe how the assessment is aligned to
the Central Focus and Learning Target
This assessment aligns with the central
focus because part of the central focus
requires students to cite resources properly.
The learning target also requires that
students are able to properly cite resources
theyve used while doing their research and
this assessment measures if they have
done so.
How does this assessment provide
evidence of student understanding?
This assessment provides evidence of
student understanding because it
measures whether students have properly
cited their resources or not. As students are
handing in their bibliographies, it will be
clear based on their correctness whether
students understood the lesson or not.
How will you provide feedback to students
on this assessment?
Students will be handed back their
bibliographies with comments on what they
did right, what the need to work on, and an
indication if they need to meet with the
 librarian for additional support.

Assessment Strategy #2 Describe how the assessment is aligned to

the Central Focus and Learning Target
(Describe):
This assessment aligns with the central
As a class, 5th grade students will find
focus as it calls for understanding proper
errors in citations created by the librarian
citation methods just as the central focus
to demonstrate their understanding of
does. It aligns with the learning target
proper citations.
because they will be demonstrating an
understanding of MLA citations by
correcting MLA citations with errors in
them.
How does this assessment provide
evidence of student understanding?
This assessment provides evidence of
student understanding based on how well
the students do as a class. This assessment
can indicate what areas of citations
students are struggling with the most and
may need additional support in.
How will you provide feedback to students
on this assessment?
As the citation is posed, students will
volunteer answers as to what is wrong with
it. The librarian will correct students if they
are wrong or praise their right answer by
restating why it is correct.

PART 3: INSTRUCTIONAL AND LEARNING ACTIVITIES

Instructional Activities:
[Describe what librarian will do and activities & exercises that students are
expected to do]
The librarian will give a brief presentation on proper citation methods for different types
of resources. Then, as a class, students will participate in an activity where they identify
what is wrong with pre-written citations. In their independent practice, students will write
out the citations for the resources theyre using for their research projects.

Setup/Preparation: (Describe what you need to have in place before and during
your lesson.)
To prepare, the librarian will need to find another fun Reptile Fact of the Day to begin
the lesson. The librarian will also need to prepare the presentation on proper citations,
why we credit resources, and why different types of resources have different citations.
The librarian will prepare incorrect citations for the students to correct as a class. Writing
utensils and loose-leaf paper will be available for students who are unprepared.

Direct Instruction: (Describe everything that will happen in your lesson.)

The lesson starts with the librarian revealing a fun Reptile Fact of the Day to connect
the lesson to the students and what they are researching. Then, the librarian will begin
the citation presentation, starting with why citations and giving credit is important, why
different resources have different citation styles, and finally showing the students how to
cite works properly while asking students questions throughout. The content teacher will
walk around the room to ensure students are paying attention.

The librarian will answer any questions that come up during and following the
presentation. The content teacher will also be able to answer questions students pose,
both about citations and about the overall larger project.

Modeling and Guided Practice: (Describe how you will use these two techniques
to support student learning.)
Students will participate in a class activity where incorrect citations will be shown on the
projector and students will need to identify what is wrong with the citation. If students
are struggling, the librarian will indicate where they need to look in order to find the
error. This is designed to reinforce what the lesson taught students in regards to proper
citation creation and the correct format to use for different resources. The content
teacher will work the room to ensure that students stay on task and help any students
who may be struggling to follow along or having an issue.

Independent Practice: (Describe what students will do to practice what they are
learning.)
On a separate sheet of paper, students will write out the correct citation for the resources
theyve selected for their regional reptile project. They will be given a handout with the
proper citation set-up to help create accurate citations that should be free of errors.
Students will turn their bibliographies in for evaluation to ensure that they have correctly
created their citations and that they can fix them if there is a problem.
IST 663: Lesson Segment 3

PART 1: PLANNING
General Information
Librarian (your name): Elizabeth Griffin
Collaborative Partner(s): 5th Grade Teacher / Science Teacher
Lesson Plan/Unit Title: Regional Reptiles and Presenting
Grade Level: 5th
Required Teaching Time: Day 1: 40 minutes 1 hour Day 2: 1 hour (may
extend to day three)
Scheduling: Fixed Flexible Mixed
Grouping: Individualized Small Group Large Group
Lesson Type: Lesson within a learning segment
Standards: (AASL and/or IFC, Common Core)

AASL: 2.1.6 Use the writing process, media and visual literacy, and technology skills to
create products that express new understandings.

IFC: Grade 5 Standard 1 Using information to build understanding. Investigate: Evaluates

print and electronic information for usefulness, relevance, and accuracy.

Common Core: SL.5.4. Report on a topic or text or present an opinion, sequencing ideas
logically and using appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace.

Lesson Overview: In this lesson, the librarian will explain proper presentation
methods to students. Students will then prepare their own brief presentations based on
the research they have conducted on the reptile of their choice.

Central Focus: 5th Grade students will learn about research methods in the library,
completing citations, and presenting information effectively while conducting a research
project about a reptile of their choice.

Learning Target(s)/Learning Objectives: 5th Grade students will demonstrate an

understanding of proper presentation methods.

Connection:
This lesson concludes the research project for the students as they will be learning how
to present what theyve discovered in their research. Students will be learning proper
presentation methods and strategies and will put them into practice themselves. As the
central focus calls for students to present the information theyve gathered over the
course of the research project, this lesson ties in nicely and gives students the tools to
create a presentation.

Prior Knowledge Required: (skills and language demands needed to be successful in

this lesson):
This lesson has been designed with the assumption that students have not had a lesson
on proper presentation methods before. As such, there is no prior knowledge required.

Language Demands
Function: Apply
Demand: Apply presentation techniques to short presentations on the reptile of your
choice.
Vocabulary: Presentation, Filler Language, Pace, Delivery

Misconceptions (Identify the common misconceptions regarding the concept or skill):

Misconceptions regarding this particular skill can include different types of presentations,
what makes a good presentation, and what makes a bad presentation.

Students may also think that they need to create a perfect presentation from that start
and may feel nervous because of it. These students will be reassured that everyone is
nervous; it takes time to develop good communication skills, and that practice makes
perfect.
Required Resources and Materials:
(These include such things as handouts, media, learning stations, tests, etc.)
This section requires a brief presentation, a grading rubric for the presentations,
loose-leaf paper, writing utensils, access to computers, PowerPoint

Learner Profile (e.g., # students, special needs, reading

levels, class characteristics, etc.):
(The information as you have about your students will help you plan a lesson that
matches their needs and interests.)
The 5th grade class consists of 20 diverse students with varying skills and abilities. Of the
20, 14 students are reading at grade level with 4 students reading above grade level and
the remaining 2 reading slightly below grade level. The two students reading below grade
level can be paired with students reading at or above grade level in order to ensure they
do not fall behind and have additional support throughout the project to accommodate
them. None of the students are identified as having special needs.

The group is mostly made up of analyzers, or students who prefer to have more control
over what theyre learning and who are more inquiry based. A few students identify as
synthesizers, or those who would prefer to see a completed project prior to beginning
theirs. As the majority (15+) of the students identify as analyzers, the lesson has been
designed with them in mind. Modifications can be made available to the synthesizers
such as meeting separately with the teacher or librarian in order to see the bigger picture
of the overarching project.

In terms of learning styles, students are split between assimilators and accommodators.
In order for the lesson to benefit the split between students, the lesson has been
designed to appease both. The information will first be presented by the librarian and
then, after a brief guided practice, students will be able to practice what they have
learned themselves. Additionally, as there are class activities built into the lesson,
students will be amply prepared to complete the independent tasks.

Incoming Motivational Levels (select all that apply):

(Use the ARCS Model to assess your students motivation before they participate
in your lesson.)

Attention: Low Medium High

Explanation:
Students will be attentive during the lesson portion of this segment as they will be
learning valuable information that will help them with their presentations. There is a risk
that students will stop paying attention while listening to other students presentations.

Relevance: Low Medium High

Explanation:
Students will be presenting the reptile of their choice using the information that they
have gathered themselves, making this a relevant lesson for them. This skill will also be
useful for students going forward as they continue to present information throughout
their academic careers.

Confidence: Low Medium High

Explanation:
Students will experience medium confidence regarding this lesson. Some students may
be shy about presenting in front of the class and will need additional encouragement in
order to build up their confidence. Also, as students have likely not presented before,
they may be unsure of what to do once they are presenting on their own.

Satisfaction: Low Medium High

Explanation:
Students will experience high satisfaction following this lesson as they will be presenting
to their classmates. Students will have creative freedom over their presentations which
will give them more ownership over the project. Additionally, as this is the conclusion of
the lesson unit, students will see how their work during this unit has come together into
one final presentation.

Motivational Goals:
(Use the ARCS Model to describe how you will address motivational issues
described above.)
Students may struggle to remain engaged while theyre watching their fellow students
present their research topics. To combat this and ensure that students continue to pay
attention, they will be required to write down one fascinating fact they have learned from
their classmates presentations. This will ensure that students are engaged throughout
all the presentations and not just some of them.

As students may be lacking confidence in their presentation skills, they will have time to
practice presenting earlier in the lesson. Students will be put in small groups so they can
present basic information about themselves and get feedback from their classmates on
how they did. Additionally, throughout the presentations on the second day, students will
recieve reassurance on how well they did and reminders that this is their first
presentation and it will only get better.

Grouping:
(If applicable, describe how and why students will be grouped such as by ability,
interests social, etc.)

Grouping for this lesson will occur during the guided practice. Students will be asked to
give mini-flash-talks about themselves just to practice their presentation skills. Students
will be placed in small groups of four so they can practice their presentation skills in front
of friends and peers. This will help them gain confidence in what they are doing so that
they will feel more comfortable when they go to present their research findings.

PART 2: ASSESSMENT STRATEGIES AND CRITERIA (e.g. rubric,

checklist, etc.)
Learning Targets and Assessments must be aligned!
Assessment Strategy #1
(Describe):
5th Grade students will demonstrate an
understanding of presentation methods by
giving their own brief presentations on the
reptile of their choice. Students will be
evaluated on their visual aids, delivery,
organization, and the overall impression of
their presentation.
Describe how the assessment is aligned to
the Central Focus and Learning Target
This assessment aligns with the central
focus as the central focus calls for students
to present the information they have
gathered in their research. It aligns with the
learning target as students will use the
tools theyve learned during this lesson in
their own short presentations.
How does this assessment provide
evidence of student understanding?
This assessment provides evidence of
student understanding based on how
students do during their short
presentations. Students will be evaluated
based on a rubric that accounts for how
they present the information.
How will you provide feedback to students
on this assessment?
Students will receive a copy of the graded

Assessment Strategy #2
(Describe):
5th Grade students will write a one
paragraph reflection that will be handed in
for evaluation based on their presentations.
Students will have to explain what they
thought went well, what they felt they
struggled with, and areas where they can
improve in these reflections.
PART 3: INSTRUCTIONAL AND LEARNING ACTIVITIES
rubric to see where they succeeded, where
they can improve, and if they need to meet
with the teacher or librarian for further
discussion about their presentation.
Describe how the assessment is aligned to
the Central Focus and Learning Target
This assessment aligns with the central
focus as students will be reflecting on the
presentation they had complete during this
lesson. The learning target requires that
students demonstrate an understanding of
presentation methods and they can do so
in their written reflections.
How does this assessment provide
evidence of student understanding?
This assessment provides evidence of
student learning by having the students
express how they felt about their
presentations. Students will be asked to
reflect on specific questions that will
encourage them to think about what went
right, what went wrong, and what they are
still confused about.
How will you provide feedback to students
on this assessment?
Students will not receive a formal grade
based on their reflections as they are
simply meant to get students thinking
about their own work, but the content
teacher and the librarian will make
comments. Students who have indicated
that they are still struggling with certain
aspects of presenting can be given
additional support following the completion
of the research project.
Instructional Activities:
[Describe what librarian will do and activities & exercises that students are
expected to do]
The librarian will be giving a brief lesson on presentation skills. The librarian will do so by
modeling her own presentation that includes both good and bad presentation examples.
The librarian will also give students a brief demonstration on how to use PowerPoint when
developing presentations. Students will use these tools taught by the librarian to give
their own brief presentations about themselves within small groups. Independently,
students will develop short presentations on the reptile they have researched throughout
this project.

On the second day, students will give their presentations to the class. They will also
actively listen to what their fellow classmates have researched and write down one fun
fact from each presentation.

Setup/Preparation: (Describe what you need to have in place before and during
your lesson.)
The librarian will prepare a brief presentation on the topic and will also have the
customary fun Reptile Fact of the Day to begin the lesson. The librarian will also be
ready to demonstrate how students can create their own PowerPoint presentations and
give them the basics. The librarian will have loose-leaf paper and utensils ready on day
two for students to write down their chosen fun fact from each presentation if students
come unprepared. A rubric to grade students on their presentations will also be
developed. Students will need to have access to computers.

Direct Instruction: (Describe everything that will happen in your lesson.)

The librarian will start the lecture with the fun Reptile Fact of the Day before beginning
the lesson on presentation skills. The librarian will explain proper presentation skills like
maintaining eye-contact and speaking at a slow and steady pace. The librarian may also
demonstrate what not to do in a presentation by modeling those actions including using
filler language (uhh or like) and speaking too quickly or too quietly. The librarian will
stress that presenting and communicating information effectively is a n important skill to
possess but it takes time to develop and practice which is the best way to develop that
skill. Additionally, the librarian will be asking questions and asking for their opinion
throughout the presentation in order to keep the students engaged. The content teacher
will walk around the room to ensure that students are paying attention

Modeling and Guided Practice: (Describe how you will use these two techniques to
support student learning.)
Students will follow along as the librarian demonstrates how to create a simple
PowerPoint presentation by While doing so, students will create a short PowerPoint
presentation about themselves. This will demonstrate that they understand how to use
the tool and will be able to use it properly while creating their own presentations on the
reptile of their choice.
Independent Practice: (Describe what students will do to practice what they are
learning.)
Prior to the start of the independent practice, the content teacher will reiterate the
requirements for the project and what it is the students will need to cover in their
presentations. The content teacher will also answer any questions students have in
relation to what information needs to be included.

Students will create their own PowerPoint presentations based on the reptile of their
choice. Students will be given guidelines as to what they need to include in the
presentation from their teacher, though they will need to include at least two pictures
and the bibliography they created in the last lesson.

On the second day, students will demonstrate that they understand presentation skills by
giving their brief presentations on their selected topics in front of their classmates.
Students will need to present between 3-5 minutes each and will be graded on a rubric. If
students are not presenting, they will listen attentively to their classmates
presentations, writing down one fun fact from each presentation.

Sharing and Reflecting: (Describe ways in which students will share what they
have learned and how they can reflect on their learning process.)