Beruflich Dokumente
Kultur Dokumente
CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and
explain how they support the main idea.
CCSS.ELA-Literacy.RI.3.5 Use text features and search tools (e.g., key words,
sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Day 4:
SWBAT identify
important words
Day 5:
SWBAT publish
their geography
their assigned
country.
SWBAT
outline and plan
a formal letter to
their countrys
embassy.
SWBAT identify
the different
parts of a formal
letter.
their embassy.
SWBAT email a
formal letter to
their countrys
embassy.
about their
countrys
geography by
choosing the best
web based
information to
read. SWBAT
paraphrase
information from
their research
into sentences in
their own words.
SWBAT write a
rough draft of the
paragraph about
their countrys
geography.
to include in
their glossary.
SWBAT use the
internet to find
the meaning of
these words.
SWBAT put the
key words and
definitions in
their glossary.
paragraph by
typing it into the
first page of their
book.
SWBAT publish
their illustration
for the
geography.
Information
Literacy
Objectives:
(Day 1:
SWBAT interpret
the information
on their
embassys
website to
determine
important
information to
use in their letter.
Day 2:
SWBAT
communicate
results of the
information they
learned and
communicate
these to the
embassy through
email.
Day 3:
SWBAT develop
a research plan
and determine
the best sources
to locate
information.
Day 4:
SWBAT
determine the
most accurate
definitions to
important words.
Day 5:
SWBAT
synthesis
information and
publish it.
SWBAT cite the
sources of their
information.
Prerequisite Student Skills: This plan is the first week in a month long research project. Even
though some students may have done research before very little should be assumed about what
students already know. Students first will need to know how to use the technology that they will
be using to conduct the research. Students should be instructed in how to turn on the computer,
open up the web, and how to type into the webpage. Students must know about internet safety.
They should have clear instruction about how to navigate the internet and how not to trust
everything you read. Students should be aware that not everything on the internet is true and
honest. Safe websites should be provided for students to use and students should be instructed to
not simply use google. In third grade students are too young to safely browse without
guidance and so should be given specific websites to start their research. Students should be
given paper and pencil to help take notes with even though they are searching online. Students
who need extra visual help will appreciate having the ability to see their notes not only on the
screen but also in front of them. This will also help students publish their work in different
screens. To help all students research students should be given specific questions to find the
answers to. This will help focus students thinking and allow them to focus on finding quality
research instead of simply looking for broad information.
Materials:
List of countries
List of websites appropriate for student research (see attached poster)
Poster of internet safety rules (see attached poster)
Poster to check website authority, objectivity, coverage, currency, accuracy, and
relevance (see attached poster)
Computers or chromebooks
Research notes templates
List of main ideas and research questions for students to answer
Students need access to an email account
S
A
F
E
INTERNET SAFETY
TAY ON THE WEBSITE THAT YOU WERE TOLD TO GO ON!
HOW
DO I
RESEA
RCH
MY
COUNT
RY?
THE WEBSITE!
1. FACTS ONLY - NO
OPINIONS
2. UP TO DATE
INFORMATION!
3. ANSWERS THE
QUESTIONS FOR THE
REPORT!
Brief Overview of Unit: In this unit students will research about an assigned country. They
will research online using safe websites. Using the information researched students will publish
an online digital book through Microsoft Photo Story 3. (Newingham, 2013)
Teacher To Teacher: Third grade students struggle to research because of inability to skim
information and to target the most important information needed to answer the question. It is
important to teach students how to focus their research and how to record the information they
find. It is also important to explain to students how to identify relevant details to support main
ideas. At this age many students do not understand the concept of validating websites and so will
need structure to make sure that the websites chosen are appropriate. Students should be taught
how to check if a website is ok, but should not be simply sent off to try on their own.
Procedures/Daily Activities:
Day 1:
Objective: SWBAT interpret the information on their embassys website to determine important
information to use in their letter. SWBAT outline and plan a formal letter to their countrys
embassy.
Opening: Explain to students that they will be starting their country reports today by contacting
their countrys embassy. We are doing this to ask the embassy to send information and artifacts
about their country. .
Model: Display the embassy of the model country (Turkey) on the smart board. Circle the
important parts of the website that may be used in the letter. (interesting facts, etc.) Model
filling out an outline of a formal letter. Make sure to include the address of the embassy,
something interesting you found out about the country, and a little information about yourself.
Also, include the request for information and artifacts from the embassy. Finally display the end
product so that students are aware of what they are working towards.
Guided Practice: Choose one student from the class who you know may struggle with this
assignment. As a class use this students country to research about their embassy. Go to the
embassy website on the SMART board. Then have different students come up and circle the
important and interesting information. As a class complete the outline.
Independent Practice: Students complete the same steps as above independently. First
students go to their countrys embassy website. They then locate important information from the
website. Next they complete their outline for their formal letter.
Assessment: Students will have included at least three relevant and important facts about their
country in their outline.
Day 2:
Objective: SWBAT write a formal letter to their embassy. SWBAT communicate results of the
information they learned and communicate these to the embassy through email.
Opening: Ask students who has ever sent an email before. Explain to students that today we
are going to write our letters to the embassies and send them through email. (If students do not
have emails then you can have them type of their letters and the teacher can send from his/her
email.)
Model: Model using the outline that was written the day before to write a formal letter. Model
using the formal letter writing template. Explain to students email etiquette and the importance
of remembering that once an email is sent it can be reversed. Discuss internet safety.
Guided Practice: Have students work with a partner to discuss their outline from the day
before. Have partners discuss if each student has researched enough information from the
embassy website in order to send the email. If there is not enough information then both partners
should go back to the website and find more information.
Independent Practice: Students type their formal letters to the embassy. Students send the
email to the embassy under strict teacher supervision.
Assessment: The letter is complete and includes all the parts of a formal letter. Students will be
evaluated on their internet safety through observation. Teachers should note if students are: only
sending an email to the embassy, are able to explain why internet safety is important, and what
they should do if they think they found something that is unsafe.
Day 3:
Objective: SWBAT develop a research plan and determine the best sources to locate
information. SWBAT research information about their countrys geography by choosing the best
web based information to read. SWBAT paraphrase information from their research into
sentences in their own words. SWBAT write a rough draft of the paragraph about their countrys
geography.
Opening: Have students explain a plan that they have made for themselves before. Explain that
today we are going to use a research plan to determine the best source to locate information.
Model: The research plan that we are going to use will help us make sure that our websites are
the best place to find the information. In the plan students will use the posters for check the
website and how do I research my country. In the plan students should first check the website.
If the website is what they are looking for then students should evaluate the website to make sure
that it has the information they are looking for. Today students are looking for information about
their countrys geography. Model completing this plan and finding the information about
geography.
Guided Practice: Work with the class evaluate several different websites. These websites
should be a mix of appropriate and not appropriate websites. One of the websites should be
Wikipedia. Explain to students that Wikipedia is actually written by anyone and so should not be
trusted in research.
Independent Practice: Finally students should independently check the websites they want to
use, and then begin their research of geography. Students will record their research in a project
outline.
Assessment: Students will research plan will be their assessment. Students should be able to
evaluate a website and found accurate information about their country.
Day 4:
Objective: SWBAT identify important words to include in their glossary. SWBAT determine
the most accurate definitions to important words. SWBAT put the key words and definitions in
their glossary.
Opening: Discuss with the class what is a glossary and what it is used for.
Model: Yesterday in the research plan students evaluated websites to make sure they had
accurate information. Then they found the website that was best for their research. Today they
will go through the similar process but this time to find the best definition of the important words
in their research. Model finding the best definition for one or two vocabulary words. Model
writing the words and definitions in to the online book on the glossary page.
Guided Practice: Work with the class to find the best definitions for one or two vocabulary
words. Find the definition for the same word on two different websites. Then determine which
definition is the best based on the context of how the word was used in the research. Put these
definitions into the glossary in the online class book.
Independent Practice: Students locate three important words. Students determine the best
definitions for at least three words and put them in the glossary of their online book.
Assessment: Students completed glossary.
Day 5:
Objective: SWBAT publish their geography paragraph by typing it into the first page of their
book.
SWBAT publish their illustration for the geography. SWBAT cite the sources of their
information.
Opening: Discuss if anyone has ever heard the word plagiarism.
Model: Discuss with students what plagiarism is. Use the wiki page that my group created this
semester: http://plagiarismguidelines.pbworks.com/w/page/70166115/FrontPage. (Fairbrother,
2013) Model for students how to publish the first page of their online book using Microsoft
Photo Story 3. (Newingham, 2013) Then explain to students that we need to cite the websites
that we got the information from. We are going to use Chicago style citation. Our citation will
look like the following: 1. Google Privacy Policy, last modified March 11, 2009,
http://www.google.com/intl/en/privacypolicy.html. ("Chicago-style citation quick," 2010) Model
citing where the information for the page you published came from.
Guided Practice: As a class work together to publish one of the pages in the class online book.
Then cite where the information for the page came from.
Independent Practice: Students publish their page on their online book. Students cite where
they go their information from correctly.
Assessment: A complete published page with correct citation.
Student Assessment and Evaluation
Non Fiction Writing Rubric
Exceeds
4
Meets
3
Name:
Approaching
2
Non Fiction
Each page is
Each page is
One page does not
Content
focused around one focused around
focus on a main
main idea. Each one main idea. 3 idea. Most (4 or 5)
Below
1
More than one
page does not
focus on a main
main idea is
supported with at
least four specific
details. All text
features are
included and used
correctly.
idea. No pages
pages have only
pages have less
have more than 3
three details. 1 than three details. details. More than
text features in 2 to 5 text features 5 text features are
not included, but are not included. 1 missing. More
all others are
text feature is not than 1 text feature
used correctly.
used correctly.
is not used
correctly.
1 page is not
written in your
own language.
The facts are
copied. 2 facts
are incorrect
about your
country. Most
research is
correctly cited.
3 or more pages
are not written in
your own
language. The
facts are copied.
More than 5 facts
are incorrect about
your country. No
citation.
Your book is
missing either a
title page, table of
contents, glossary,
or index. Your
book is confusing
on 2 pages. Your
book teaches the
reader some
information about
the country.
Your book is
missing more than
one text features
page. Your book
is confusing on
more than 3 pages.
Your book teaches
the reader little
information about
your country.
5 or less word
All word wall and
wall and spelling
spelling words are
words are spelled
spelled correctly.
incorrectly. 3 or
All capital letters
Conventions
less capital letters
are used correctly.
are used
All sentences are
incorrectly. 2 or
complete and end
less sentences are
with punctuation.
incomplete.
Neatness
country.
Illustrations are neat Illustrations are
and very detailed. mostly neat and
detailed.
country.
Illustrations are
somewhat messy.
about your
country.
Illustrations are
messy.
Your book is
neat, but has less
than three
mistakes. You
clearly did your
best.
class!) The families who dont always come to school still need a way to be involved and
these newsletters and websites give them this opportunity. The study group worked fine
except that I gave birth to my daughter the week we created ours. I do not think I
contributed as much as I would have if she did not come three weeks early.
3) Right now my job is to work with schools in my charter network to implement
instructional technology. I plan to use the knowledge about media literacy to teach
schools how to promote this literacy with their students. I plan to do this through
conversations that we have and a weekly newsletter I send out with best practices within
instructional technology.
References:
Chicago-style citation quick guide. (2010). Retrieved from
http://www.chicagomanualofstyle.org/tools_citationguide.html
Fairbrother, H. (2013). plagiarism. Retrieved from
http://plagiarismguidelines.pbworks.com/w/page/70166115/FrontPage
Newingham, B. (2013, February 13). How students can create their own digital books online.
Retrieved from http://www.scholastic.com/teachers/top-teaching/2013/02/how-students-cancreate-their-own-digital-books-online