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Tonya K.

For high school journalism students

Tonya K. Schauwecker |1 for High School Journalism Students Introduction This instructional unit will teach high school journalism students how use the website building platform how to build a personal website. Students will use these new skills later in the school year to create the online student newspaper. Before students are able to collaborate on a publicly visible platform, they must have a foundation in web design techniques and evaluation strategies. Target Population Journalism students at Lake High School are a culturally mixed group of 14-18 year olds. All students are new to the journalism class. Learners are comfortable with the use of technology, as they have taken many multi-media and computer-based courses since elementary school. Frequent discussion and contact with high school students shows that students are most comfortable with social networking, basic software packages (Microsoft Office), email, and entertainment websites (YouTube, Netflix). Previous teaching experience shows that students generally enjoy English and multi-media classes. As journalism is a chosen elective, students should eagerly learn the new software in an effort to create an online publication of which they can be proud. Instructional Groupings Instructional groupings will vary depending on the objective and activities planned. Whole Group Introductory background information Small Group Evaluate websites based on criteria Present website evaluations to a group Independent Apply new vocabulary

Design a website theme

Add new pages to a website Add basic features to a website Add advanced features to a website

Tonya K. Schauwecker |2 Curriculum Links Because Lake High School does not have a budget for printing the student newspaper, students have to write and deliver the publication online. Prior to this unit, students will learn about newspaper design and journalistic writing for an online format. In order to prepare the student newspaper for online publication, they will need to know how to write concisely, with a target audience in mind, and create a theme, mood/tone, and a style that appeals to young readers. This knowledge will translate into their personal website creations. After this unit, students will be able to collaboratively publish the student newspaper online, applying the foundational skills and design techniques learned in the daily lessons and activities. Objectives Upon completion of this unit, students will be able to: 1. Evaluate website design 2. Build a visually appealing, thematically coherent, personal website using Standards Common Core State Standards CCSS.ELA-Literacy.WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CCSS.ELA-Literacy.WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.

Tonya K. Schauwecker |3 CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. ISTE Standards Creativity and Innovation 1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats d. Contribute to project teams to produce original works or solve problems 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.

Tonya K. Schauwecker |4 a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies Materials In order to facilitate this lesson, students will need: a working computer, a variety of personal photographs, and a music file for independent website building in the computer lab and at home. Optional equipment would be headphones in case they are not in a private setting for listening to video instructions. Additional materials needed are: a computer and an LCD projector Time This unit will take approximately two weeks of instruction. Beginning with introductory information, group research, and presentations, and ending with computer lab time to create the personal websites.

Tonya K. Schauwecker |5 Scope and Sequence Objective Activities Time Tools Assessment

Evaluate websites based on criteria Apply new vocabulary in an effort to understand key terms in website evaluation Present website evaluations to a group

Introductory notes Introductory vocabulary using Complete webquest to determine what makes a good website Evaluate websites using a rubric to determine merits and demerits Work in groups to present findings Assign introductory paragraph for homework Set up account and choose user name Choose a theme from the menu Apply a site layout Change fonts to match the theme Add/change social icons Apply a photograph to match the theme Add the introductory paragraph that sets the tone of the website

Monday - Friday One week of instructional activities, research, group work and presentations

Internet web evaluation page

Application of rubric to determine website quality Presentations vocabulary test

Design a website theme

Monday One class period of instructional activities and independent work. If not completed in class, must be completed as homework before the Tuesday class session Introductory paragraph should be completed prior to site builder Video tutorials

Students will either email website link to teacher or show teacher website depending on when they complete the lesson tasks. Teacher will apply a rubric for assessing the thematic appearance of the website

Tonya K. Schauwecker |6 attending this class session

Add new pages to a website

Create three additional pages with tabs on the navigation bar Create a subpage Create a hidden page

Tuesday Wednesday Two class periods of instructional activities and independent work. If not completed in class, must be completed as homework before Thursday class session site builder Video tutorials

Students will either email website link to teacher or show teacher at least three additional pages added to the navigation bar of the home page. Students will either email website link to teacher or show teacher that a subpage has been created Students will either email website link to teacher or show teacher that a hidden page has been created

Add basic features to a website

Add columns Add a file (audio example) Add a YouTube video

Thursday One class period of instructional activities and independent work. If not completed in class, must be completed as homework before the Friday class site builder Video tutorials

Students will either email website link to teacher or show teacher they have added social icons, set up an email account, added a photograph, added a document, and added a document link

Tonya K. Schauwecker |7 session Add advanced features to a website Add HTML code Friday One class period of instructional activities and independent work. Final website due Monday site builder Video tutorials Students will either email website link to teacher or show teacher they have added columns, added a YouTube video, added a music clip, and added an HTML element

Supplementary Materials In order to facilitate learning, students will use a variety of informative materials to support website development. These materials will include: Vocabulary terms, instructional videos, a critiquing worksheet, an instructional worksheet for the presentation component, and webquest information to build a foundation of design skills. Evaluation of Learners Students will be evaluated through a variety of formative and summative assessments. Formative Assessments: Vocabulary quiz, group presentation, quality of statements and evaluations of websites, visual representations of required components Summative Assessment: Completion of a fully operational, visually appealing, thematically coherent personal website graded based on a rubric. The formative assessments will evaluate whether or not learners are able to complete the lesson objectives using the site builder, whereas the summative assessment will evaluate whether students are able to independently create a fully functional, visually appealing, thematically coherent website, which will then transfer to the online student newspaper in the future. Before students are able to publish the student newspaper online, they must be able to use the site builder with ease and confidence.

Tonya K. Schauwecker |8 Evaluation of Instruction In order to determine successful teaching, at least 90% of learners will achieve a grade of 95% or better on the final website design, when applying the Website Design Project rubric. Additionally, as the final task of the unit, students will complete the unit survey, available at This survey questions give data about student success with the unit and allows for comments. Student participation is required and will count as a participation grade.