Lesson Plate Template

Freshman Seminar

Lesson Plan Template

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Submitted by (Name(s)): Ricky Gutierrez

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Course: Freshman Seminar CRJ021

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Subject: Information Literacy

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Content Standard(s) (if applicable):

ILC Standard One: The information literate student determines the nature and extent of the information needed.

Performance Indicator= s:

The information literate student defines and articulates the need for information.

Outcomes Include:

a.= Confers with instructors and participates in cla= ss discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need

c.= Explores general information sources to increase familiarity with the topic

d.= Defines or modifies the information need to achi= eve a manageable focus

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Purpose/Lesson Objective: (What do you = want the students to know and be able to do at the end of the lesson)

Students sho= uld be able to:

• loca= te and identify credible internet sites for researching topics in criminal justi= ce

• make= a 5-7 minute oral presentation on a criminal justice topic (or major study topi= c) that integrates personal views with research information

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Assessment of Student Learning for this lesson: (What will be the evidence that students mastered the concepts or skills?)

• Asse= ssment will be the 5-7 minute oral presentation by each student.

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Materials Needed (handouts, website lin= ks etc): &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp;

Assignment h= andout

List of CRJ = internet resources

Computer lab= to accommodate 25 students

Computer pro= jector for instructor computer

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Instructional Plan and Time Line: Give a step-by-step description = of your assignments, lectures, group discussions, demonstrations, assessment= s, etc. =

Time Line:

Week 1: (Sep= t. 5) “Oral Presentations” Assignment given to students<= /span>

Week 2: (Sep= t. 14) Instruction/demonstration in the computer lab on locating CRJ internet si= tes

Weeks 5, 7, = 14 (Oct. 24, Nov. 14, Dec. 5) Studen= ts make individual presentations on these days

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During the t= ime that we spent in the computer lab, students were introduced to the following:<= o:p>

Assessing we= bsite validity—how do you know the information you are view is accurate?<= o:p>

Navigating y= our way through some of the more useful criminal justice related sites (see the l= ist I gave you in the other email for the websites that were visited)

Using the da= tabases in our library to find scholarly journals related to criminal justice, sociology, psychology, ethnic studies, anthropology, and education

Other topics= were also covered (e.g., using WebCT to enhance your educational experience, sending emails, working in MS Excel and Word, downloading and viewing Ado= be Acrobat files, and exploring power point as a tool for teaching and learn= ing) but are not related to this assignment

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Approximate = duration of the lesson: __75_______m= inutes

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The students= seemed to have the basic knowledge necessary to navigate through cyberspace just fine but they did not seem to understand the differences between anecdotal information, scholarly work, and sensationalistic journalism. All information found on the web seemed to be valid to them based solely on its presence on the web. Students were instructed to sear= ch for specific topics in the areas they normally look for information on the internet (Google being the most common) and then asked to examine the resulting information for its validity.&= nbsp; After this exercise, students were taught how to find scholarly information in our library’s periodical database.=

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Please attach: They are attached to the email!<= o:p>

samples of student work: One power= point presentation of student work is included
Individual student grades on this assignments (this will not be published on the website)

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