1. Topic-
|
Days 1 and 2:
How To Read A Web Address/Integrating Persuasive Writing Topic With
Web Address Analysis
Day 3 (Website information and Q Notes) |
|
|
2. Content-
|
Vocabulary: Tilde, Domain, URL, Domain, and SubDomain.
Skills: Critical Thinking, Analysis, Reading for Information, computer
literacy and take proper notes about topic. |
|
|
3. Goals: Aims/Outcomes-
|
Students will learn how to:
1. select appropriate research sites for persuasive essay topic.
2. recognize a personal website.
3. think critically about what they read.
4. evaluate/analyze a URL |
|
|
4. Objectives-
|
1.To use GOOGLE to search the Internet for appropriate websites
for persuasive writing topic.
2. To use technology to learn terminology related to web addresses:
URL, Domain, Tilde and Directory/SubDirectory
3. To recognize a personal website
4. To be more observant and analytical.
5. To take notes about topic (Day 3) |
|
|
5. Materials and Aids-
|
Laptops, "Web Evaluation Checklist" Handout, Overhead, LCD, Diagram,
and paper/pencil. |
|
|
6. Procedures/Methods-
|
A. Introduction-
DAY 1:
1. Brainstorm/select persuasive writing topics
2. Discuss "The Story Of Zack" and the importance of analyzing/evaluating
websites.
3. Vocabulary: Tilde and % sign
|
|
|
B. Development-
1. Teacher draws template on board and then students draw template
on paper/label
2. Discuss/model how to complete diagram as they analyze a website.
3. Review sections of "Web Evaluation Worksheet" and give directions
on how to complete.
4. Begin Web activity
5. Selection of websites/QNotes Modeling (Day 3)
|
|
|
C. Practice-
Day 2:
1. Continue completing "Web Evaluation Worksheet"
2. Begin completing Diagram based on Website.
3. QNotes (Day 3)
|
|
|
D. Independent Practice-
1. Complete worksheet and diagram.
2. Select 2 websites for research topic (Day 3) and record information.
3. Complete Q Notes about topic from 2 resources (Day 3) |
|
|
E. Accommodations (Differentiated Instruction)-
1. Visuals: Overhead, LCD and handouts
2. Modeling activities
3. Individual attention/monitoring
4. Cross-Age tutoring
5. Cooperative Learning
6. Scaffolding
7. Graphic organizer |
|
|
F. Checking for understanding-
1. Verbal responses to teacher's questions
2. Review of terminology on Days 2 and 3
3. Completion of worksheet and diagram
4. Observation of on-task behavior
5. Selection of websites & completion of QNotes (Day 3).
|
|
|
G. Closure-
1. Overview of lesson
2. Starburst Questions
3. Reflections |
|
|
7. Evaluation-
|
1. Percent of handout completed correctly
2. Selection of appropriate websites for use in researching topic
for persuasive essay.
3. Use of terminology. |
|
|
8. Teacher Reflection-
|
Day 3 - Students are navigating selected websites and completing
Q Notes. They were on-task today and engaged in reading about their
topics of choice plus they discussed their topics with peers with
great enthusiasm. Many students raised their hands for the Starburst
question about Tildes/% signs and most have selected appropriate websites
for research. They were all more at ease in writing down the information
about their selected websites and in paraphrasing the information
they were reading about. Today was a good day and I felt that students
had reached a deeper level of understanding about websites, Googling,
completing handouts that required them to think critically and to
work carefully, and they were excited about their topics of choice. |
|
|