Breanya C.

Hogue LITR 630: Online Reading Assignment

June 1! "01#
Overview of the student centered activity
Summary of culminating project: National Hispanic Heritage Month Research Project With
National Hispanic Heritage Month being September 15-October 15, students will be responsible
for researching, ia the web, a famous or recogni!ed Hispanic person"icon and identif#ing the
$e# information from their findings, to present to rest of the class, using an innoatie
technological platform %Glogster, Windows Moie Ma$er, podcasts, etc&' (here will be a unit to
outline man# ob)ecties to produce their final wor$s' * list of lessons will include:
+esson 1: How Do You Research?
+esson ,: Selecting relevant information/synthesizing information
+esson -: Paraphrasing information/ !n my own wor"s#
+esson .: $iting %or&s
+esson 5: $hoosing the appropriate online presentation tool
+esson /: ' Powerful Presentation
0(his lesson 1 will be focusing on for this assignment is Lesson 1: How Do You Research?
Grade: 2ifth 3rade
Length: (his lesson could ta$e 1-- da#s4 the entire unit ,-- wee$s
Materials: 1 (ablet %for whole class modeling and beginning introduction&, 1s (his a Hoa56
Wor$sheet, Website 7aluation 2orm, 8rint out samples of 9(est: lin$:
https:""sites'google'com"site"criticalealuationinstrument"one , / i8ads
Learning Targets:
1 can perform an effectie web search'
1 can use strategies to determine the credibilit# of a web"digital page'
1 can use technolog# to generate a digital web chart to show m# understanding'
Breanya C. Hogue LITR 630: Online Reading Assignment
June 1! "01#
Procedures:
1& ;-W-+ *bout prior $nowledge of how students perform research and $nowledge
students hope to gain from lesson %prere<uisite $nowledge-whole class"we-do, record on
smart board or 8opplet page'
"$ 8la# =ou(ube ideo to introduce search, 9How a Search Wor$s: %whole class&
https:""www'#outube'com"watch6>?NH@/1AB3Cs %Discuss and add an# information to
;-W-+&
-& 1ntroduce $e# ocabular# on word wall and in student )ournals4 %research, credible, hoa5,
source& Discuss and clear up misconceptions %whole class&
.& 8ull up browser and tal$ about how to $now $e# words phrases to enter' Hae students
call out a few things the# want to search and )ust show what pops up and how to refine
search with $e# words' %Wal$ students through an effectie search& 1-do"we-do
$ 3uided 8ractice e5amining sample sites to determine if the# are hoa5 or credible:
https:""sites'google'com"site"criticalealuationinstrument"one and hae students discuss at
tables'
/& Distribute a 91s it a Hoa56: and the 9Website 7aluation 2orm: and e5plain each and
wal$ through how to complete each one, as a whole' Ereate a whole group anchor chart
with guiding <uestions and $e# points'
F& (ell them that toda# through group e5ploration4 we will be searching about the 8acific
Northwest (ree Octopus toda# and determining if a gien website is credible or a hoa5'
G& *ssign groups and roles and hae students isit page and complete each document while
iewing the webpage' (he# will hae ,5 minutes to complete' %=ou-do&
H& Model how to create a web chart on 3liff# and hae students complete a diagram
%assessment& as a group e5plaining if the website is a hoa5 or not and e5plain their
support' (he# will email me the lin$ %so that when the# present to the class-1 can displa#
on the Smart?oard&'
1I& We will discuss the actiit# oerall and address misconceptions'
Breanya C. Hogue LITR 630: Online Reading Assignment
June 1! "01#
Common Core State Standards (ELA Lin!s"
CCSS#ELA$Literacy#%&#'#(
)raw on information from multi*le *rint or digital sources+ demonstrating the
a,ility to locate an answer to a -uestion -uic!ly or to solve a *ro,lem efficiently#
Students will read and anal#!e multiple digital print and online sources using seeral
templates to determine their credibilit#'

CCSS#ELA$Literacy#%&#'#.
E/*lain how an author uses reasons and evidence to su**ort *articular *oints in a
te/t+ identifying which reasons and evidence su**ort which *oint(s#
*s an assessment at the end of this lesson, students will defend or e5plain their reasoning
for whether the gien page is credible or a hoa5 giing specific eidence support from the
web source'
0ow this activity meets the &%A standards"
1#1 Candidates use a**ro*riate and varied instructional a**roaches+ including those
that develo* word recognition+ language com*rehension+ strategic !nowledge+ and
reading$writing connections#
(hrough reading and e5ploring seeral digital te5ts through guided and independent
practice this 1@* standard is met' (hese te5ts are e5plored as a whole group, in peer
groups, and later the# will hae to do so independentl# to complete their independent
pro)ects' (he# are e5pected to write summaries as an assessment that relates to a s$ill
e5pected in relation to the technolog#"literac# e5ercise'
1#2 Candidates use a wide range of te/ts (e#g#+ narrative+ e/*ository+ and *oetry
from traditional *rint+ digital+ and online resources#
(he practice 9test: web pages that will be e5plored to <uestion rather the e5ample
e5positor# digital published wor$ is hoa5 or credible as well as the reading re<uired on
the online page, 98acific Northwest (ree Octopus: proide wide ranges of te5ts'
3#1 Candidates use a literacy curriculum and engage in instructional *ractices that
*ositively im*act students4 !nowledge+ ,eliefs+ and engagement with the features of
diversity#
(hrough the implementation of the EESS 7+* standards %in the aboe section& 1 meet
this standard' ?# scaffolding the instruction for the class through ;W+, pulling $e#
ocabular#, and modeling 1 am proiding all students a fair chance and positiel#
impacting them b# motiating them to be successful in the actiit#'
Breanya C. Hogue LITR 630: Online Reading Assignment
June 1! "01#
0ow this activity meets 5ETS6S Standards"
2# %ecogni7e ,ias in digital resources while researching an environmental issue with
guidance from the teacher# (2+ 3
?# teaching students to <uestion the credibilit# of web"digital sources when performing
online searches 1 address this standard and students will be able to independentl# do this
when the# complete their independent searches for their gien Hispanic indiidual'
3# Select and a**ly digital tools to collect+ organi7e+ and analy7e data to evaluate
theories or test hy*otheses# (2+ 3+ 8
(hrough the use of the tablet"Smartboard, and i8ads for digital e5ploration on the 8acific
Northwest (ree Octopus and the practice assessment on credibilit# as well as the use of
3liff# %where students are e5pected to create webs"diagrams as an assessment& this
N7(S0S standard is met'
(# Conce*tuali7e+ guide+ and manage individual or grou* learning *ro9ects using
digital *lanning tools with teacher su**ort# (3+ 8
(hough there is a lot of scaffolding and modeling performed in this beginning lesson with
me, as the teacher modeling web searches and lots of peer group wor$, as students will
wor$ in groups to anal#!e digital te5ts' ?# the end of unit %after more teacher led and
group e5ploration& students will independentl# conduct searches using documents to aid
them in anal#!ing digital te5ts'
B the en! o" this unit a!!itional N#$%& &tan!ar!s that will 'e a!!resse!:
1( Pro!uce a )e!ia*rich !igital stor a'out a signi"icant local e+ent 'ase! on "irst*person
inter+iews( ,1- .- /- 01
.( 2se !igital*i)aging technolog to )o!i" or create wor3s o" art "or use in a !igital
presentation( ,1- .- 41
0ow this activity meets :TS8 Standards"
8#; <ses availa,le technology to design and *lan instruction#
8#1 <ses availa,le technology to im*lement instruction that facilitates student
learning#
8#2 &ntegrates student use of availa,le technology into instruction#
Breanya C. Hogue LITR 630: Online Reading Assignment
June 1! "01#
(ablet %(ip computer& for teacher and student led e5ploration, Smart?oard %displa#&,
printer %copies&, i8ads for group e5ploration and discussion'
8#3 <ses availa,le technology to assess and communicate student learning#
8#' )emonstrates ethical and legal use of technology#
1 will e5amine the 3liff# document that each group creates, which will show their leel
of understanding of appropriatel# determining the credibilit# of a web page"site %after
guided practice of this s$ill as a whole class&'
Connections this lesson has to literature from class"
2or students to best $now how to challenge the credibilit# of web pages and sources, the#
must hae practice searching websites and discussing them with peers and teachers to
determine their credibilit#' (he# must criticall# thin$ and as$ releant <uestions' (o
initially assess their in"epen"ence an" research strategies) stu"ents were given a
scenario with the tas& of analyzing a we*site to form an opinion a*out the value of the
site for answering specific research +uestions,# -.ail"on / .ail"on) 0112) p, 34253467
(his <uote is connected to m# lesson because students are e5pected to anal#!e the
98acific Northwest (ree Octopus: webpage and form an opinion about its credibilit#
proiding eidence from the page to support their opinion'
?# the end of this unit, students will hae to research online about a Hispanic person'
(he problem that 1 hae faced in the past is that students struggle conducting effectie
web searches or do not $now how to successfull# find and s#nthesi!e ;7= information
from findings to support their gien topic"idea' 1n this lesson 1 want to model and
practice with students on how to form successful searches' +ater in the unit 1 will teach
them how to draw $e# information from gien sources %not )ust Eop#"8aste&' 's new
technologies increasingly *ecome a part of classroom lessons) teachers are "iscovering
that many stu"ents "o not possess the new literacy s&ills re+uire" to successfully rea"
an" write with the many new technologies that regularly appear in to"ay8s worl"
-!nternational Rea"ing 'ssociation 9!R':) 011;7, <specially important among these new
literacies are the s&ills an" strategies nee"e" to search for an" locate useful information
efficiently on the !nternet -$oiro) 0114a= <agleton / Guinee) 0110= <agleton) Guinee) /
>anglais) 01147# -Henry) 0113) p, 07 (his eidence supports the er# need for m# lesson,
as students need to $now how to successfull# search and locate useful information on the
internet and through this lessonJs ob)ecties and e5ploration'
=rief rationale of how this technology e/ercise can teach s*ecific core content (TPAC:"
Content (C:" Students will learn effectie strategies on how to use the internet to conduct web
searches, challenge and determine credible sources %in this instance web pages&, and utili!e an
internet tool to demonstrate their $nowledge gained'
Breanya C. Hogue LITR 630: Online Reading Assignment
June 1! "01#
Pedagogy (P:" Eareful obseration of the arious standards that pertain to this lesson, the
modeling of how to perform e5pected outcomes, the careful consideration of the differentiated
groups, oerall scaffolding %proiding tools"sheets and anchor charts&, and haing opportunities
for all t#pes of e5plorations %whole, peer, indiidual&'
Technology (T:" Haing students actuall# utili!e the technolog# to create an assessment
teaches these specific (8*E; s$ills' *lso, b# allowing group e5ploration with i8ad deices,
anal#sis of arious webpages, and interaction with an online app to create an assessment of the
lessonJs tas$, technolog# is addressed'
Overall >A$ha?" *ll of these components of the (8*E; framewor$ wor$ together to assist
students in not onl# the lessonJs ob)ecties, but as an end result, how to be critical thin$ers of
in<uir# and digital information, the# $now how to conduct their own searches to find needed
information, and the# will be college"career read# because the# will $now how to create a
finished research paper"presentation'
0ow will students ,e assessed@
1n this lesson students will be assessed from their web charts created with their groups, which
will demonstrate their leel of understanding on how to perform an effectie web search and
appropriatel# decipher between a hoa5 and credible site' 1 will also assess the content gien on
the 9tools: %student pages& 1 proided to the students'
Ahat are accommodationsBmodifications for students@
(he accommodations"modifications proided to the students are the procedures of identif#ing
and discussing $e# ocabular#, the scaffolding"modeling 1Jm leading with modeling a web
search and guiding <uestions, guided practice %whole group and in groups& before the# are
e5pected to do so independentl#, the differentiated groups 1 establish %based on language and
reading leels& for the in class group actiit# and formulating the assessment'