b

"Better Put that in Writing"

Pre-Assessment: Student will be placed in groups of 4 to create a web/graphic organizer to show how they go about doing research. (5-7 mins.) Groups will be called upon at random to share their webs. I will elicit questions regarding how long does it take to do research and ask if what they have found is generally useful.

Standards: -bias -currency -authority -purpose -accuracy
 * Evaluates material according to:
 * Organizes collected materials information into useful components

Objectives:

TLW evaluate and analyze the reliability and usefulness of websites by completing a checklist with 90% accuracy __TLW__ annotate the websites they found to be reliable and useful for the purpose of note taking during research after completing the evaluation checklist

Materials:

Teacher- computer, LCD projector, handouts for power point presentation, one computer per pairs of students,

Students- paper & pencil

Set Induction: Teacher: "Stand if you believe everything you read/hear." (wait) "Have a seat." Teacher: "Stand if you don’t believe everything your read/hear." (wait) "Have a seat." Teacher: "Stand if your time is important to you." (wait) "Have a seat." Teacher: "Stand if your time is not important to you. (wait) "Have a seat." Today, for those of you who don’t believe everything you read/hear will help me assist your peers in learning to think twice about believing everything they read(web site evaluation), and if you don’t like wasting time, I will also ask you to assist me in teaching your peers to use their time wisely(annotating websites).

Instructional Sequence: Day1 1. Pre-assessment (5-7 min.) 2. Set (approx. 3 min.) 3. Teacher will ask students to help her think of a topic to research. I will Google it. 4. I will give students a copy of the web site evaluation checklist to walk through the process with me. We will evaluate 3 sites. 5. After going through the steps with me, pairs will research their topic using any search engine. They will complete the checklist. *Must evaluate at least two sites.

Day 2 1. Briefly discuss the findings of their search. (Teacher will ask in depth questions to assess if they grasped the concept as a whole.) 2. (Set) Today, we’re going to learn how to save time while researching on the Internet. 3. Teacher will use projector to visit the sites that we determined to be useful. 4. Teacher will show the. Students will take notes on the handout. 5. Teacher will model how to annotate using the evaluated sites. 6. Students will annotate at least two sites they found useful/reliable on their assigned topic before the end of class.

Closure: Teacher will review and comment on the wiki groups.
 * Students will be placed in wiki groups to discuss what they have learned about evaluating and annotating sites. (Teacher previously set up wiki groups.)

Adaptation/Extensions: -Students were placed in groups based on their interests. (If two students are struggling learners, the teacher and/or a student helper will assist them.) -Students are provided hands-on, visual, and auditory experiences throughout these lessons.
 * Web-site evaluation checklist was modified using the checklist from [|Kathy Schrock].