Part 1 – Analyze Learners
This blended learning project is designed for a seventh-grade ELA classroom. It is a gifted class. These students are on track to complete English I for high school credit while in the eighth-grade. Forty-one percent of the students are on the free and reduced lunch list. This group of twenty-two students contains one Asian/Pacific Islander, one Hispanic, one who identifies as more than one race, and nineteen white/non-Hispanic students. Thirteen of the students are male. Nine of the students are female. There is a set of identical twins in this class. Fourteen of these students live in traditional two-parent homes. Five of the students live in parent/step-parent homes. Four of the students live in single-parent homes. The students range in age from 12 years, 4 months to 13 years, 2 months. Three of the students have been identified by Duke TIP. While they all have been placed in this class using the same criteria, their ability levels span quite a range. Based on NWEA’s Measures of Academic Progress assessments, two of these students are projected to enter Ivy League schools. Early SCOIS testing suggests three of these students will select a trade school over a traditional four-year college. A learning styles survey revealed three of the students prefer a kinesthetic approach. Five of the students thought they were visual learners. Three students indicated they prefer to hear, rather than see new information. Eleven students thought they learned best when all three approaches were used.
Part 2 – State Standards and Objectives
South Carolina State ELA Standards
1.1 Develop questions to broaden thinking on a specific idea that frames inquiry for new learning and deeper understanding.
2.1 Formulate logical questions based on evidence, generate explanations, propose and present original conclusions, and consider multiple perspectives.
3.1 Develop a plan of action by using appropriate discipline-specific strategies.
3.2 Examine historical, social, cultural, or political context to broaden inquiry.
3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.
3.4 Organize and categorize important information, revise ideas, and report relevant findings.
4.1 Employ a critical stance to demonstrate that relationships and patterns of evidence lead to logical conclusions, while acknowledging alternative views.
4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action.
4.3 Reflect on findings and pose appropriate questions for further inquiry.
5.1 Acknowledge and value individual and collective thinking; use feedback from peers and adults to guide the inquiry process.
5.2 Employ past and present learning in order to monitor and guide inquiry.
5.3 Assess the processes to revise strategies, address misconceptions, anticipate and overcome obstacles, and reflect on completeness of the inquiry.
Learning Objectives
Part 3 – Select Strategies and Resources
Some materials will be selected from resources already available to the school library media specialist. Some materials will be revised from previous lessons taught by the school library media specialist. Additionally, more materials will be newly created by the school library media specialist. A variety of multi-media resources will be utilized throughout the lesson. The lesson will begin with a hook using a video created entirely of Disney movie clips of 3 seconds or less that the library media specialist has incorporated into every lesson she has ever taught on copyright. There is time allotted for individual research with guidance from the library media specialist on which databases are to be used. Google searches are not to be allowed for this project. There will be a brief period of direct instruction by the library media specialist which will contain a multimedia resource she modified to explain the “CRAAP” method for evaluating resources. Students will have an opportunity to collaborate and practice this skill before moving on to analyze their own research. To reinforce what they have learned about the history of U.S. copyright law and how fair use applies, the library media specialist will design a Breakout. This will provide the students with a fun way to show what they have learned thus far in the lesson and prepare them for the final component of their research project on U.S. copyright law – analyzing opposing viewpoints and participating in mini-debates as a collaborative group assignment. The library media specialist will modify a debate rubric she had previously created in order to assess their competency and mastery of their newfound research skills.
Part 4 – Utilize Resources
Preview Resources
The instructor will make use of a new resource available to her students, a Gale research database designed specifically for middle school students, Research in Context. Sample searches will be performed in an attempt to predict which paths the students will take while researching copyright law. The instructor will preview the video she intends to show as an illustration of the definition of copyright.
Prepare Resources
The resources for the instructor are easily located in her TES (formerly Blendspace) account. There is one lesson for credible resources and one for copyright. Components from both of these lessons will be used. Downloaded files are accessible in case of internet connectivity issues. The students will have already participated in the former lesson and will review the CRAAP test to access previously learned background information.
Prepare the Environment
The lesson takes place in the library media center and online. Students will work together in collaborative small groups to complete the research portion of the lesson. They will also work collaboratively in the speed debate project/assessment. They will work individually on the Kahoot quiz on the ethical use of intellectual property, and as individuals in the final reflection piece of the lesson. (In case of internet connectivity issues, print resources are available in the library media center for research purposes and a worksheet is available to replace the Kahoot quiz. Other resources are downloaded as a backup to viewing online.)
Prepare the Learners
The learners were prepared for the lesson through introductory previous lessons on research, evaluating credible resources, accessing Research in Context, and an expectation of collaborative work when they visit the library media center for lessons. Direct instruction included whole group discussion. Objectives were clearly stated and a rubric was provided for the speed debate portion of the lesson.
Provide the Learning Experience
Part 5 – Require Learner Participation
In all sequences of instruction, mental engagement of the learners is required. The introductory video, while very funny, requires serious concentration. The discussion on the ethical use of intellectual property is designed to make them think about their own practices, their beliefs, and if the two contradict each other. Research, while not a new skill, continues to evolve. At this point, they have had little experience researching opposing sides of an issue. This practice is beneficial in developing critical thinking. New knowledge comes from the exploration of U.S. copyright law, its extension and those who lobby for its extension, and its implications on the public domain. Research in Context is a curation of appropriate and relevant multimedia content for the middle grades. It is a new resource for the students, and a reminder that the most reliable sources do not come from searching Google. Its use, not just of its research database but also its collaborative curation and citation tools, support learning. Informal assessment is present throughout the lesson and opportunities for feedback are abundant while facilitating discussion, asking and answering questions, peer evaluations, and performance tasks.
Part 6 - Evaluate and Revise
Assessment of Learner Achievement
Speed Debating – Students were able to show what they had learned during the direct instruction, and group and individual research phases of the project by participating in a speed debating activity. These were their instructions:
Debate Instructions
You have already been divided into groups of four. You also have already been assigned your viewpoint. You were given 15 minutes to work together to prepare your argument.
This blended learning project is designed for a seventh-grade ELA classroom. It is a gifted class. These students are on track to complete English I for high school credit while in the eighth-grade. Forty-one percent of the students are on the free and reduced lunch list. This group of twenty-two students contains one Asian/Pacific Islander, one Hispanic, one who identifies as more than one race, and nineteen white/non-Hispanic students. Thirteen of the students are male. Nine of the students are female. There is a set of identical twins in this class. Fourteen of these students live in traditional two-parent homes. Five of the students live in parent/step-parent homes. Four of the students live in single-parent homes. The students range in age from 12 years, 4 months to 13 years, 2 months. Three of the students have been identified by Duke TIP. While they all have been placed in this class using the same criteria, their ability levels span quite a range. Based on NWEA’s Measures of Academic Progress assessments, two of these students are projected to enter Ivy League schools. Early SCOIS testing suggests three of these students will select a trade school over a traditional four-year college. A learning styles survey revealed three of the students prefer a kinesthetic approach. Five of the students thought they were visual learners. Three students indicated they prefer to hear, rather than see new information. Eleven students thought they learned best when all three approaches were used.
Part 2 – State Standards and Objectives
South Carolina State ELA Standards
1.1 Develop questions to broaden thinking on a specific idea that frames inquiry for new learning and deeper understanding.
2.1 Formulate logical questions based on evidence, generate explanations, propose and present original conclusions, and consider multiple perspectives.
3.1 Develop a plan of action by using appropriate discipline-specific strategies.
3.2 Examine historical, social, cultural, or political context to broaden inquiry.
3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.
3.4 Organize and categorize important information, revise ideas, and report relevant findings.
4.1 Employ a critical stance to demonstrate that relationships and patterns of evidence lead to logical conclusions, while acknowledging alternative views.
4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action.
4.3 Reflect on findings and pose appropriate questions for further inquiry.
5.1 Acknowledge and value individual and collective thinking; use feedback from peers and adults to guide the inquiry process.
5.2 Employ past and present learning in order to monitor and guide inquiry.
5.3 Assess the processes to revise strategies, address misconceptions, anticipate and overcome obstacles, and reflect on completeness of the inquiry.
Learning Objectives
- Students will be able to research (locate resources on their own) and evaluate (using the CRAAP method) sources on the topic of U.S. copyright law.
- Students will be able to define fair use as it applies to current U.S. copyright law with an emphasis on fair use as it applies to them as students, their teachers, and educational institutions.
- Students will be able to identify and analyze opposing viewpoints on the extension of copyright protection in the U.S.
- Students will be able to apply what they learned about the extension of copyright protection in the U.S. by debating each other.
- Students will be able to examine and reflect on their own responsibilities as creators and consumers of intellectual property.
Part 3 – Select Strategies and Resources
Some materials will be selected from resources already available to the school library media specialist. Some materials will be revised from previous lessons taught by the school library media specialist. Additionally, more materials will be newly created by the school library media specialist. A variety of multi-media resources will be utilized throughout the lesson. The lesson will begin with a hook using a video created entirely of Disney movie clips of 3 seconds or less that the library media specialist has incorporated into every lesson she has ever taught on copyright. There is time allotted for individual research with guidance from the library media specialist on which databases are to be used. Google searches are not to be allowed for this project. There will be a brief period of direct instruction by the library media specialist which will contain a multimedia resource she modified to explain the “CRAAP” method for evaluating resources. Students will have an opportunity to collaborate and practice this skill before moving on to analyze their own research. To reinforce what they have learned about the history of U.S. copyright law and how fair use applies, the library media specialist will design a Breakout. This will provide the students with a fun way to show what they have learned thus far in the lesson and prepare them for the final component of their research project on U.S. copyright law – analyzing opposing viewpoints and participating in mini-debates as a collaborative group assignment. The library media specialist will modify a debate rubric she had previously created in order to assess their competency and mastery of their newfound research skills.
Part 4 – Utilize Resources
Preview Resources
The instructor will make use of a new resource available to her students, a Gale research database designed specifically for middle school students, Research in Context. Sample searches will be performed in an attempt to predict which paths the students will take while researching copyright law. The instructor will preview the video she intends to show as an illustration of the definition of copyright.
Prepare Resources
The resources for the instructor are easily located in her TES (formerly Blendspace) account. There is one lesson for credible resources and one for copyright. Components from both of these lessons will be used. Downloaded files are accessible in case of internet connectivity issues. The students will have already participated in the former lesson and will review the CRAAP test to access previously learned background information.
- Fair(y) Use video
- CRAAP Test review
- Intro/how-to video on Research in Context
- Research in Context (password required)
- Kahoot quiz
Prepare the Environment
The lesson takes place in the library media center and online. Students will work together in collaborative small groups to complete the research portion of the lesson. They will also work collaboratively in the speed debate project/assessment. They will work individually on the Kahoot quiz on the ethical use of intellectual property, and as individuals in the final reflection piece of the lesson. (In case of internet connectivity issues, print resources are available in the library media center for research purposes and a worksheet is available to replace the Kahoot quiz. Other resources are downloaded as a backup to viewing online.)
Prepare the Learners
The learners were prepared for the lesson through introductory previous lessons on research, evaluating credible resources, accessing Research in Context, and an expectation of collaborative work when they visit the library media center for lessons. Direct instruction included whole group discussion. Objectives were clearly stated and a rubric was provided for the speed debate portion of the lesson.
Provide the Learning Experience
- Students discussed the ethical use of intellectual property.
- Students watched a funny video describing copyright law.
- Students further researched U.S. copyright law.
- Students shared what they learned in groups. Teacher facilitated more discussion on copyright.
- Students chose a position, but then had to argue the opposing viewpoint.
- Groups were graded by their peers using a rubric provided by the instructor.
- Students worked individually on a Kahoot quiz about the ethical use of intellectual property.
- Students answered self-reflection questions about the ethical use of intellectual property – specifically if their own viewpoints had changed since completing their research on copyright and their speed debate projects.
Part 5 – Require Learner Participation
In all sequences of instruction, mental engagement of the learners is required. The introductory video, while very funny, requires serious concentration. The discussion on the ethical use of intellectual property is designed to make them think about their own practices, their beliefs, and if the two contradict each other. Research, while not a new skill, continues to evolve. At this point, they have had little experience researching opposing sides of an issue. This practice is beneficial in developing critical thinking. New knowledge comes from the exploration of U.S. copyright law, its extension and those who lobby for its extension, and its implications on the public domain. Research in Context is a curation of appropriate and relevant multimedia content for the middle grades. It is a new resource for the students, and a reminder that the most reliable sources do not come from searching Google. Its use, not just of its research database but also its collaborative curation and citation tools, support learning. Informal assessment is present throughout the lesson and opportunities for feedback are abundant while facilitating discussion, asking and answering questions, peer evaluations, and performance tasks.
Part 6 - Evaluate and Revise
Assessment of Learner Achievement
Speed Debating – Students were able to show what they had learned during the direct instruction, and group and individual research phases of the project by participating in a speed debating activity. These were their instructions:
Debate Instructions
You have already been divided into groups of four. You also have already been assigned your viewpoint. You were given 15 minutes to work together to prepare your argument.
- You can all take turns debating, or select a debater.
- The debater will have three minutes to present your argument.
- While the opposing team is presenting their argument, your group should be taking notes to prepare for rebuttal.
- After the opposing team has presented, we will take a three-minute intermission. You may use this time to work on your rebuttals.
- Each team will then be given one minute for rebuttal.
- At the end of each round, we will select a winner by filling in a feedback ballot. You should be voting for the best debate team, not the side of the issue for which you agree.
Evaluation and Revision of Methods and Media
The media used effective overall. Some students did have difficulty understanding the Fair(y) Use video. Next time, I might assign it ahead of time so that students can individually pause and play as needed, or use EdPuzzle so that I can determine places to pause and check for understanding. Research in Context proved to be a valuable resource. Student engagement was high throughout the lesson. One interesting observation – in one class, we experienced connectivity issues and used the worksheet as a plan B for the Kahoot quiz. The discussion that followed was more engaging. I think in the future I might have some students re-enact some scenarios, video them, and include them in a Google Slides presentation instead of using Kahoot. While Kahoot definitely ignites their competitive spirits, I fear it is just getting “old” or my students and the worksheet seemed to spark more genuine interest and debate among the students.
Evaluation and Revision of Strategies and Resources
Group discussions were facilitated and evaluated as formative assessments by the teacher. The teacher also conducted formative assessments through Kahoot/worksheet, observations of group collaborative work, and questioning during all components of the lesson. The final assessment was the culminating group project of speed debating. The post-instructional component included a self-reflective piece. In future lessons, it will also include an evaluation of the instruction, most likely through a Google Forms survey.
The media used effective overall. Some students did have difficulty understanding the Fair(y) Use video. Next time, I might assign it ahead of time so that students can individually pause and play as needed, or use EdPuzzle so that I can determine places to pause and check for understanding. Research in Context proved to be a valuable resource. Student engagement was high throughout the lesson. One interesting observation – in one class, we experienced connectivity issues and used the worksheet as a plan B for the Kahoot quiz. The discussion that followed was more engaging. I think in the future I might have some students re-enact some scenarios, video them, and include them in a Google Slides presentation instead of using Kahoot. While Kahoot definitely ignites their competitive spirits, I fear it is just getting “old” or my students and the worksheet seemed to spark more genuine interest and debate among the students.
Evaluation and Revision of Strategies and Resources
Group discussions were facilitated and evaluated as formative assessments by the teacher. The teacher also conducted formative assessments through Kahoot/worksheet, observations of group collaborative work, and questioning during all components of the lesson. The final assessment was the culminating group project of speed debating. The post-instructional component included a self-reflective piece. In future lessons, it will also include an evaluation of the instruction, most likely through a Google Forms survey.
