ONLINE LIT ASSIGNMENT LESSON 1

1. Standards your lesson is addressing

Kentucky Academic ELA Standards

W.4.2b Develop the topic with facts, definitions, concrete details, quotations,
or other information and examples related to the topic.
W.4.7 Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
W.4.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize
information, and provide a list of sources.
Kentucky Teacher Standards
6.2 Uses available technology to implement instruction that facilitates student
learning.
International Society of Technology in Education Standards
2a. Interact, collaborate, and publish with peers, experts, or others employing
a variety of digital environments and media
3b. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media
3c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
International Literacy Academy Standards
5.1 Candidates design the physical environment to optimize students use of
traditional print, digital, and online resources in reading and writing
instruction.
2. Grade level
This lesson is planned for 4th grade students prior to them starting their own research
for their informative/ explanatory text. The lesson outlined below is intended to be the
3rd day of a mini-unit teaching the students how to correctly research information
using the internet, including RTU and the 5 Ws. The first 2 days of our lesson was
done as a whole group researching the Internet and determine what makes a website
reliable, trustworthy and useful. We also learned ways to refine our search to get
better search results. That wont be a main goal of this lesson but students will be
reminded to be aware when they are searching.

3. Time needed to complete the assignment

The lesson is to be completed in 55 minutes. The allotted time will allow for
introduction of the assignment, time to review the task as a group, time for research
and to complete the assigned worksheet and the exit slip.

4. Materials
iPads and Desktops (at least 1 per group)
Access to Internet (cjudd216.weebly.com, linked Google docs & forms, search
engines)
Anchor charts that review RTU and 5 Ws

5. Learning targets of the lesson

I can conduct a short research project by gathering information from digital sources.
I can locate and evaluate sources following the guidelines of RTU and the 5 Ws.
ONLINE LIT ASSIGNMENT LESSON 2

6. Procedures of the assignment (Steps)

1. Review what was learned in previous lessons by asking students the 5 Ws and RTU.
Recall whole class study on Great Wall of China and what we learned from that
research. Remind students to refer to the anchor charts for this lesson. Introduce the I
can statements for the lesson.(5- 10 mins)
2. Pull up http://cjudd216.weebly.com and go to Online Literacy Assessment. Assign
students their groups (#s/ topics)-- topics are pulled from things around Kentucky.
Students will find their assigned groups on the Weebly. When they click on their
topic, itll take them to a Google Doc with the instructions: Quickly look through the
web page and can you answer the following questions? Remember RTU Answer
the questions in the right column. Each group member should respond using a
different color text. (35 mins, 5 mins to go through Weebly, 30 mins for research)
3. Students will spend the next 30 minutes exploring their topic by finding 3 different
websites about their topic and that can answer the questions to reach the conclusion:
Would you use this website for research? Yes or No (Circle one). They are tasked to
answer the question for each website they explore.
4. Once their group has found 3 different websites, completed the Google Doc,
answered the question; they will then complete the Google Form as an exit slip. The
questions ask them: 1) On a scale of 1-3, how helpful was the 5 Ws worksheet? 2)
Which w means the date the article was posted? 3) Which w would show how to
contact the authors of the page? 4) Which w would be answered by looking at the
sites URL? and 5) How can you use this process when doing research for you
information piece? (5 mins)
5. Once students have completed their work and responded to the survey, we will have a
class discussion to share what was learned during their self-exploration time. We will
also look at the surveys to see what was shared to guide their research when they go
to research their own topic for their information piece. (5 mins)

7. How students will be assessed

Students will be assessed by their individual completion of the Google Forms survey
on the class Weebly (https://goo.gl/forms/3Ydw6qv7cju3X8oD2) and also through
reading their notes taken on the Google Doc while exploring the different websites
they located pertaining information on their assigned topic. The survey will show me
that they understand why we should use the 5 Ws and RTU when researching. The
Google Docs will show me that they were able to collaborate with their peers to
determine if they should use a website or not, by reading through what they wrote. By
having students respond in different colors will also show me how individual students
responded on a group document.

8. Accommodations and modifications for students

Students will be grouped ahead of time based on teacher discretion. Depending on the
behavior of the class, students may be able to choose their topic or the teacher will
give it to them.