Course Map

Course Name: Online Informational Reading and Writing (Grade 6)

Instructor Name: Dr. Jackie Kim Date: 1-28-2021
Brief Statement for Principles of Developing Online Courses: The
purpose of designing this online course is to engage learners in digitally
formatted learning experiences. With the creation of this course, students will
be able to collaborate with their instructor as well as their peers to develop an
understanding of informational literacy through an informational reading and
writing unit designed for an online, 6th grade ELA classroom. The
Designer Name: Hannah Steele/Lilyanne W. Tyler implementation of interactive learning opportunities that encourage
discussion and collaboration among peers will be used so that students are
able to get to know each other and create a more positive learning
environment in the digital setting. Students that are connected to the digital
learning environment are more likely to be self-motivated to participate in
the course, and therefore increase their understanding of the new content
being presented throughout the different learning modules.

Course Learning Outcomes:

I. ELAGSE6W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization,
and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect;
include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation presented.

II. ELAGSE6W6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.

III. ELAGSE6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

IV. ELAGSE6W8: 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.

V. ELAGSE6SL1: 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.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

VI. ELAGSE6SL2: 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.

VII. ELAGSE6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or
themes; use appropriate eye contact, adequate volume, and clear pronunciation.

VIII. ELAGSE6SL5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

IX. ELAGSE6RI7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.

X. ELAGSE6RI2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments.

Course Materials

Textbooks: N/A

Resources: Google Classroom, Google Sites, Google Forms, Nearpod, Mindmeister, Padlet, Picktochart, BrainPop, Flocabulary, List.ly, SIRSDiscover,
EBSCOHost, GALILEO, Purdue Owl

Module # and Course Module Learning Outcomes Assessments and Rubrics Activities: Instructional
 Title Learni (MLOs) Learner Interaction & Materials
ng Engagement
Outco
mes
(CLOs)

Module 1: VI, IX, 1.1. Students will be able to identify the types of 1. Flocabulary Text Mini Lesson: Students 1. Flocabulary
Informational X informational texts and describe their structures and Structure Quiz will watch the “text (MLO 1.1)
Text Basics functions. (CLO VI) *Rubric Name: structure” flocabulary
Flocabulary Answer Key video and complete the 2. Khan Academy
1.2. Students will be able to identify and explain the (MLO 1.1) corresponding quiz. (MLO 1.2)
purpose of nonfiction text features. (CLO VI) Students will also watch
2. Mindomo Concept Map a video about text 3. Newsela
1.3. Students will be able to retrieve information Submission features from Khan (MLOs 1.3, 1.6)
from nonfiction texts and categorize the information *Rubric Name: Central Academy.
based on an overarching topic. (CLO VI, IX) Idea, Evidence, and (MLO 1.1, 1.2) 4. Mindomo
Overarching Topic Check (MLOs 1.3, 1.4,
1.4. Students will be able to identify the central idea (MLOs 1.3, 1.4, 1.5, 1.6) Work session: Students 1.5, 1.6)
of informational texts. (CLO X) will use Newsela to
3. Text Features Quiz browse for an article on a 5. Text Features
1.5. Students will be able to support the central idea *Rubric Name: Text topic they are interested Quiz
of a text by selecting the most appropriate evidence Features Answer Key in. Within the article, (MLO 1.2)
from the text. (CLO X) (MLO 1.2) students should use the
highlighting tool to
1.6. Students will be able to integrate information highlight text evidence
across informational texts to support an overarching used to answer the
main idea. (CLO IV, IX, X) corresponding questions.
Then, students will
continue to browse
Newsela (or other
approved sites if needed)
for more articles related
to their topic. Students
will use Mindomo to
organize their articles (at
 least 3), each article’s
central idea with
evidence, and how they
come together to form an
overarching topic.
Students will submit their
Mindomo concept map
for topic approval and a
check for understanding.
(MLOs 1.3, 1.4, 1.5, 1.6)

Closing:
Students will complete a
short quiz identifying text
features and their
purposes. (MLO 1.2)

Module 2: III, IV, 2.1. Students will understand and be able to 1. Nearpod Participation Mini-Lesson: Students 1. Plagiarism
Ethical Use V recognize plagiarism, fair use, and digital ethical Questions. will work through the Nearpod (MLOs
and Digital citizenship. (CLO IV) Rubric Name: interactive Nearpod 2.1, 2.2)
Citizenship Participation Rubric presentation on
2.2 Students will be able to explain the importance
and relevance of digital citizenship and its (MLOs 2.1, 2.2) plagiarism. 2. Teacher
corresponding subtopics. (CLO IV, V) (MLOs 2.1, 2.2) Created List.ly
2. Infographic Creation (MLOs 2.2, 2.3)
2.3. Students will be able to utilize various Web 2.0 Rubric Name: Infographic Work Session:
tools to expand their knowledge on a topic and Assessment Rubric Students will investigate 3. Picktochart
present their understanding to their peers. (CLO III, (MLOs 2.2, 2.3) the informational (MLOs 2.2, 2.3)
IV)
resources on the teacher
2.4. Students will be able to offer and accept 3. Infographic Discussion created List.ly. Students 4. Padlet (MLO
constructive feedback from peers. (CLO V) Rubric Name: Discussion should pick a topic 2.4)
Rubric featured in the List.ly and
(MLOs 2.3, 2.4) take notes. They will use 5. Brainpop
their notes to create an (MLO 2.1)
4. Plagiarism Quiz infographic teaching
Rubric Name: Quizizz about their topic using 6. Quizizz
 Key the Web 2.0 tool (MLO 2.1)
(MLO 2.1) Piktochart. Students will
share their infographic to
Padlet. Their peers will
comment with one thing
it taught them, one thing
they still have questions
about, one compliment,
and one critique.
(MLOs 2.2, 2.3, 2.4)

Closing:
Students will watch the
Brainpop video on
Plagiarism and answer a
short quiz using a teacher
created quiz on Quizizz.
(MLO 2.1)
Module 3: VI, VII, 3.1. Students will be able to construct summaries of 1. Flocabulary Mini- Lesson: Students 1. Flocabulary
Summarizing IX, X larger amounts of information from research sources. Quiz/Activities will watch the (MLO 3.1, 3.2)
Large (CLO VII, X) *Rubric Name: “summarizing”
Amounts of Flocabulary Answer Key flocabulary video and 2. CommonLit
Information 3.2. Students will be able to identify the main idea (MLO 3.1, 3.2) complete the (MLO 3.2)
for Clearer and supporting details within a larger informational corresponding
Understanding text. (CLO X) 2. Google Form vocabulary notecards and 3. Google Forms
*Rubric Name: Main Idea quiz. (MLO 3.2)
3.3. Students will synthesize their research by and Details (MLO 3.1, 3.2)
constructing short explanations of each source of (MLO 3.2) 4. Articles found
information. (CLO VI, VII, IX, X) Work session: in Module 1
3. Google Doc Summaries Students will be given an (MLOs 3.1, 3.3)
*Rubric Name: informational text from
Summarizing and CommonLit. Using a 5. Google Docs
Synthesizing Google Form, students (MLOs 3.1, 3.3)
(MLOs 3.1, 3.3) will identify and provide
 the main idea and
supporting details for the
text.
(MLO 3.2)

Closing:
Students will use the
Newsela and other
articles found in Module
1 to write explanatory
summaries of each piece.
They will write their
summaries in a Google
Doc and list the title of
corresponding article.
(MLOs 3.1, 3.3)
Module 4: III, IV, 4.1. Students will be able to identify primary and 1. Quiz from Flocabulary Mini Lesson: Students 1. Flocabulary
Identifying VI secondary sources. (CLO III, IV) *Rubric Name: will watch the (MLO 4.1)
and Using Flocabulary Answer Key Flocabulary video
Primary and 4.2. Students will be able to explain the differences in (MLO 4.1,4.2) “primary and secondary 2. Discussion
Secondary primary and secondary sources. (CLO III, IV) sources.” They will also Forum
Sources 2. Discussion Posts and review a short (MLO 4.2)
4.3. Students will be able to locate and apply Responses presentation on various
primary/secondary sources to support research. *Rubric Name: Discussion search filters/strategies, 3. Search
(CLO III, IV, VI) Rubric with a provided “cheat Filters/Strategies
(MLO 4.2,4.3) sheet” for later reference. Presentation and
(MLOs 4.1, 4.3) “Cheat Sheet”
3. Source Submission (MLO 4.3)
*Rubric Name: Work Session: Students
Participation Rubric will complete the 4. Search Engine
(MLO 4.3) vocabulary notecards, such as GALILEO
read and respond, and or SIRSDiscover
graded quiz through (MLO 4.3)
Flocabulary.
 (MLO 4.1, 4.2) 5. Google Forms
Then, students will (MLOs 4.2, 4.3)
respond to a discussion
post question explaining
where they can locate
primary/secondary
sources and how they can
be used to benefit their
research.
(MLO 4.2, 4.3).

Closing:
Students should begin
researching to locate
primary/secondary
sources that will be used
for their research project
using their search
strategy cheat sheet given
to them during the mini-
lesson. Students will
submit their sources, at
least 2 primary and 2
secondary, to a Google
Form.
(MLO 4.3)
Module 5: Ia, III, 5.1. Students will be able to conduct the most 1. BrainPop Quiz Mini- Lesson: Students 1. BrainPop
Conducting IV, VI, appropriate search strategy to gather information for *Rubric Name: BrainPop will watch the brainpop (MLO 5.5)
Research, IX a selected topic. (CLO III) Answer Key “citing sources” video
Using (MLO 5.5) and complete the graded 2. Search
5.2. Students will be able to distinguish important
Quotations, information from a variety of sources on a selected quiz. (MLO 5.5) Filter/Strategy
and Citing topic. (CLO III, IV) 2. Quote Selection and “Cheat Sheet”
Sources Annotation Work session: Using (MLO 5.1)
5.3. Students will be able to evaluate informational *Rubric Name: Integrating their search strategy
 texts to determine if the central idea of each text Quotes cheat sheet, students will 3. Sources
applies to their research. (CLO VI, IX) (MLOs 5.1, 5.2, 5.3, 5.4, search for and select an Gathered in
5.6) additional 4 sources to Module 4
5.4. Students will be able to select quotations from
best support their (MLOs 5.2, 5.6)
primary/secondary sources to support research.
3. Bibliography research. From their
(CLO III, IV)
Submission selected sources, they 4. Search Engine
*Rubric Name: Citing will choose 5 quotations such as GALILEO
5.5. Students will be able to correctly format citations
Sources that support the main idea or SIRSDiscover
in research assignments. (CLO IV)
(MLO 5.5) of their writing project. (MLOs 5.1, 5.2,
These quotes will be 5.3, 5.6)
5.6. Students will be able to integrate quotations into
submitted via Google
their writing in a way that provides a clearer
Form, along with a short 5. Purdue Owl
understanding and shows synthesis and support for
explanation for where (MLO 5.5)
their main idea. (CLO Ia, III)
they will fit into their
project and the correct 6. Google Forms
parenthetical citations. (MLOs 5.4, 5.6)
(MLOs 5.1, 5.2, 5.3, 5.4,
5.6) 7. Google Docs
(MLO 5.5)
Closing:
At the end of the module,
students will complete a
citation formatting
assessment by submitting
all eight sources gathered
between Module 4 and
Module 5 in proper MLA
reference format on a
Google Doc. They will
use Purdue Owl as a
guiding resource.
(MLO 5.5)
Module 6: I, V, 6.1. Students will apply the writing process to 1. Mindmeister Map Mini Lesson: 1. Nearpod
Organizing, VII organize, edit, and revise research. (CLO I) Evaluated for Completion Students will watch a (MLOs 6.1, 6.3)
Editing, and and as a “checkpoint” to video through the Web
Revising 6.2. Students will collaborate with peers to revise make sure student has 2.0 tool Nearpod 2. Research
Research their research. (CLO V) sufficient (Organize Ideas into gathered in Mod.
research/understands Groups by Learnzillion) 5 (MLOs 6.1, 6.3)
6.3. Students will organize their research into the organizing (MLOs 6.1, 6.3)
most appropriate structure for their project, grouping *not graded* 3. Mindmeister
like ideas together and creating categories or (MLOs 6.1, 6.3) Work Session: (MLOs 6.1, 6.3)
sections. (CLO VII) Students will gather all of
2. Discussion featuring their research together 4. Google
6.4. Students will be able to critique peer work and topic maps and organize it into Classroom
provide detailed positive and negative feedback. *Rubric: Discussion groups by using the Web (MLOs 6.2, 6.4)
(CLO V) Rubric 2.0 tool Mindmeister.
(MLOs 6.2, 6.4) They will create a “map” 5. Google Forms
6.5. Students will be able to apply feedback to revise of what their final project (MLO 6.4)
their work and create goals for their final product. 3. Goal Setting website will look like by
(CLO I, V, VII) *Rubric: Participation grouping “like” resources
Rubric together and adding
(MLO 6.6) notes. They will post
their Mindmeister maps
to Google Classroom.
Partners will be randomly
assigned and they will
offer constructive
feedback on the maps by
discussing the parts of the
organization that work
well, what needs to be
added on, and what could
be improved or
rearranged.
(MLOs 6.1, 6.2, 6.3, 6.4)

Closing:
Students will evaluate
 their peers’ comments
and create goals for
proceeding with their
project. They will submit
these goals in a Google
Form for review.
(MLO 6.5)
Module 7: I, II, 7.1. Students will be able to express and explain their 1. Google Site Final Mini-Lesson: 1. Google Sites
Online III, IV, understanding of a topic through informational Project Students will read (MLOs 7.1, 7.3,
Publishing and V, VII, writing in a formal style. (CLO I) *Rubric: Informational through project rubric 7.4, 7.7, 7.8)
Presentation VIII Google Site and Google Sites
7.2. Students will support their information with (MLOs 7.1, 7.2, 7.3, 7.4, instructions. 2. Research from
facts, details, and data from multiple varied sources. 7.7, 7.8) (MLO 7.2) Mod. 5
(CLO I, III) (MLO 7.2)
2. Evaluation Forms Work Session:
7.3. Students will utilize technology tools and *Rubric: Participation Students will compile all 3. Organization
resources to form their writing. (CLO II, IV) Rubric of their research into an created in Mod. 6
(MLOs 7.5, 7.6) informational website (MLO 7.7)
7.4. Students will utilize a Web 2.0 tool to publish created using Google
their writing. (CLO II) Sites. Their site should 4. Collaborative
feature multiple pages, platform like
7.5. Students will utilize a Web 2.0 tool to provide multimedia additions Google Classroom
constructive feedback on peer work. (CLO II, V) related to their topic, and (MLOs 7.5, 7.6)
works cited. The rubric
7.6. Students will conduct discussions about their will outline all guidelines 5. Site Evaluation
research and writing with their peers in a formal tone for their site. Survey in Google
and follow etiquette consistent with good digital (MLOs 7.1, 7.2, 7.3, 7.4, Forms
citizens. (CLO V) 7.7, 7.8) (MLOs 7.5, 7.6)
6. Project Rubric
7.7. Students will logically organize their writing and Closing: (MLOs 7.1, 7.2,
research in a way that showcases their understanding Students will post the 7.3, 7.4, 7.7, 7.8)
of their topic and its corresponding subtopics. (CLO link to their Google Site
VII) in the collaborative 7. Google Sites
platform (Google Tutorial
7.8. Students will implement the use of various Classroom). Each student (MLO 7.4)
multimedia tools like photos, charts, infographics, etc should view at least 2
to enhance the explanation of their topic. (CLO VII, peer websites and answer
VIII) an evaluative survey in
Google Forms about the
sites.
(MLOs 7.5, 7.6)

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