Reading Enrichment Unit Web Evaluation

Reading Enrichment Unit
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   1 Web Evaluation G RADE :   6 TH   L IBRARY C ONTEXT :   Combination C OLLABORATION C ONTINUUM : Limited C ONTENT T OPIC :   Biography Standards for the 21 st -Century Learner Goals Skills Indicator(s): 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. Benchmark(s): The following will be used to check for understanding:    Homework assignments    Ticket out the door    Informal assessment (Thumbs up or Thumbs down) Dispositions Indicator(s): 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. Responsibilities Indicator(s): 4.3.2 Recognize that resources are created for a variety of purposes. Self-Assessment Strategies Indicator(s): 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary S CENARIO :   The 6th grade students will go to the media center for 30 minutes once a week to work on library, research, and technology skills. The students will work on the following skills:    Dewey Decimal System    Reference sources (both print and electronic)    Plagiarism    Web evaluation The ELA teacher has assigned a research project about a person and would like the students to cite a variety of sources for the project, including a web site. The ELA teacher has requested that the school librarian teach a series of lessons during the weekly skills class on web evaluation in preparation for the  project. C ONNECTION TO LOCAL OR STATE STANDARDS  ELACC6W1:  Write arguments to support claims with clear reasons and relevant evidence.  b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. ELACC6W8:  Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.   2 ELACC6W9:  Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts  in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).   ELACC6SL1:  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a.   Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ELACC6SL2:  Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. READING COMPREHENSION STRATEGY:    Using sensory images- the students will read, view, and listen for information presented in any format.    Questioning- the students will find, evaluate, and select appropriate sources to answer questions.    Synthesizing- the students will make sense of information gathered from diverse sources by identifying misconceptions. LESSON   OBJECTIVES:    Students will draw evidence from both print and electronic sources.    Students will discuss their information in groups    Students will interpret information from both print and electronic sources.    Students will use web 2.0 tool Podomatic. O VERVIEW : As part of the 6 th  grade ELA Research Unit, students research a person who has made a significant contribution to society. A variety of sources are required including a web site, which should be evaluated. Essential questions for this lesson are:    How do I evaluate a website based on credibility, accuracy, reliability, relevance, date, sources  behind text and scope and purpose?    What significant contribution has this person made to society and how has it affected me?    What similarities and differences do I have with this person? F INAL P RODUCT : Multi-media presentation of essay with a works cited slide in MLA format. L IBRARY LESSON ( S ): Students will use the presentation Web 2.0 tool, Podomatic to create a well-organized and creative  presentation using voice recordings, pictures, and animation. E STIMATED LESSON TIME :  120 minutes A SSESSMENT    Product:  The ELA teacher, media specialist, and students will use a rubric which was created by the ELA teacher essay with a teacher-created rubric to evaluate the presentation.     3    Process: Students fill out an evaluation sheet for each web site they look at. Using the evaluation sheets, they choose the web site that is the best one to find information on their topic. The school librarian looks at each web evaluation form to determine whether the student accepted or rejected the correct web sites based on each of the criteria on the sheet. The students will defend their choice using the information from the evaluation sheet. Students will also organize their gathered information. They will then create a sketch in order to visually organize the material. Students will finally compile the information on their given person using Podomatic.      Student self-questioning: Where can I find the best sources of information for my research  project? Which slide will I insert this image? Am I speaking clearly enough through the microphone during recording. I NSTRUCTIONAL PLAN  Resources students will use:    Webpages      Multimedia learning objects          Music/sound clips, pictures    Smart Board    Projector    Computers Instruction/activities:    Direct instruction:  The librarian will lead the discussion about web evaluation using the following web site presentation The librarian will guide the class on a discussion about resources and sites credibility, accuracy, reliability, relevance, date, sources behind text and scope and purpose.      Modeling and guided practice: The media specialist and the ELA teacher will collaborate and create an exemplar that is almost complete. In the review of Podomatic, the media specialist will add the finishing touches to the model presentation.      Independent practice: Student pairs will go to the flocabulary site and evaluate the web sites using the web evaluation sheet. Students will then create their Podomatic.      Sharing and reflecting: At the end of the presentation students will reflect by answering the following questions: o   How have I organized the presentation to make my major points and present accurate information? o   How have I contributed to the learning of others? o   How did I draw evidence from both print and electronic sour draw evidence from both  print and electronic sources? Students will use the rubric provided to them to evaluate themselves before they present their Podomatic slide show to the class.      Strategies for Differentiation: o   Allow students to use the flocabulary site to reference while researching and evaluating sites. o   Shorten the number of questions on the evaluation sheets.   4 Digital Essay : Web Evaluation and Research Teacher Name: Mrs. Vickers and Mrs. Bowen Student Name: ________________________________________ CATEGORY 4 3 2 1 Point of View - Purpose Establishes a purpose early on and maintains a clear focus throughout. Establishes a purpose early on and maintains focus for most of the presentation. There are a few lapses in focus, but the purpose is fairly clear. It is difficult to figure out the purpose of the presentation. Voice - Consistency Voice quality is clear and consistently audible throughout the presentation. Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation. Voice quality is clear and consistently audible through some (70-84%)of the presentation. Voice quality needs more attention. Voice - Conversational Style Uses a conversational style throughout. Uses a conversational style the majority (85-95%)of the time Uses a conversational style most (70-84%) of the time. Presentation style is primarily monologue. Soundtrack - Originality All of the music is srcinal. Most (over half) of the music is srcinal. Some of the music is srcinal. None of the music is srcinal. Soundtrack - Emotion Music stirs a rich emotional response that matches the story line well. Music stirs a rich emotional response that somewhat matches the story line. Music is ok, and not distracting, but it does not add much to the story. Music is distracting, inappropriate, OR was not used. Images Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. Little or no attempt to use images to create an appropriate atmosphere/tone. Duration of Presentation Length of presentation was 4 minutes. Length of presentation was 3 minutes. Length of presentation was 2 minutes. Presentation was less than 2 minutes long OR more than 4 minutes. Grammar Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character Grammar and usage were typically correct (for the dialect chosen) and errors did not Grammar and usage were typically correct but errors detracted from story. Repeated errors in grammar and usage distracted greatly from the story.
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