Part I: Catching the Right Wave
Part II: Lesson Plan for Evaluation of Web Sites
Part III: Individual Lesson Plans>
Lesson A: Let’s Talk About Peace
Lesson B: What Do You Think? Lesson C: Can the way a news event is reported influence public opinion? Lesson D: Streets of America Conclusion
Team B
Kat A. Focht
Victoria Beavers
Vernon Hensley
William Lonecke
CMP 520
Christine Davis, EdS, Facilitator
April 8, 2003
Reading, writing, and ‘rithmatic have evolved. No longer is it acceptable to merely stand at the front of a classroom and lecture all day. Students want more. They expect more. And by all means, they deserve more. One way to increase variety and augment interest is to use technology. In any of its many forms, technology has the means to add a new dimension to any lesson plan. In the accompanying project, Team B has integrated technology in a diversified approach. Using current events as the central theme and technology as the means, plans are representative of the fields of social studies, music, and language arts. This project is an illustration of how seamlessly technology can be integrated into the curriculum. Part One of the endeavor exemplifies a scenario for instructing students in successful search strategies. Part Two of the project examines a way of teaching students the essentials of evaluating Web sites. Part Three is a series of lesson plans constructed by team members using current events as the takeoff point for creatively weaving technology into several subject areas.
Part I
Successful Search Strategies
Team B
Section 1
Title: Catching the Right Wave
Subject: Technology
Grade Level: Middle school
Set-up Time: Thirty minutes.
Class Time: Three hours and 20 minutes, divided into four 50-minute sessions
Type of Lesson:
Genre: Problem Solving
Activity Structure: Information
Description: Students become familiar with the basic functions of search engines. They decide how to use keywords to locate Web sites. They learn strategies for refining their searches. Students explore search engines to research a topic.
Section 2
Focus
Primary Problem: How can a student learn to search the Internet successfully for specific information?
Essential Questions:
Objectives:
National Education Skills and Benchmarks:
NT.K-12.2: Social, Ethical, and Human Issues
Students practice responsible use of technology systems, information, and software.
NT.K-12.3:
Technology Productivity ToolsStudents use technology tools to enhance learning, increase productivity, and promote creativity.
NT.K-12.5: Technology Research Tools
Materials
Section Three
Procedures and Activities
Before Computer Use Activity
Brainstorming session
During Computer Activity
Session 1 – 50 minutes
Session 2 – 50 minutes
Session Three – 50 minutes
After Computer Activity (25 minutes): Open forum discussion for reflection for comparing/contrasting surfing the Internet with surfing in the library.
Problems and Solutions: In case there are equipment problems, if one computer is available, substitute an LCD screen and teach the lesson as a whole instead of as an individual student project. Due to potentially slow Internet connections, the time frame might have to be extended.
Differentiated Learning Accommodation: This lesson plan can be modified in numerous ways. The range of reading skills needed to properly access the Web sites ranges from simple to difficult. Two of the sites even offer a format for non-readers. For learning disabled students, another way to modify the lesson is to have the students work in teams. Gifted students can guide lower grade classes through the lesson or can act as peer tutors during the lesson.
Extension Activity: The class can brainstorm a list of ten investigative questions to research on the Internet.
Section Four
Evaluation
Handout C will be used as the evaluative tool. Ninety to one hundred is an A. Eighty to eighty-nine is a B. Seventy to seventy-nine is a C. Sixty to sixty-nine is a D. Fifty-nine and below is failing.
Lesson Plan for Evaluation of Web Sites
Team B
A) Target population: 8th Grade
B) Length of time projected to complete the lesson: three, forty-five minute sessions.
C) Objectives/outcomes:
I. The students will be able to make an evaluation of web sites by means of a structure evaluation tool for determining the credibility of information presented by the web sites.
II. The student will decide if the individual web sites visited present credible information.
D) For the teacher:
E) Overview of activities/procedures: This activity will follow distinct interconnected steps that will provide students with a structured methodology for evaluating information obtained from the Internet by identifying those elements of a web site which provide evidence of valid information.
I. Before using the computer – (Day One – 1st forty-five 45 minute session)
a. Teacher will Lead the class in a preliminary discussion focused on the problems of the validity of information obtained from the Internet. Included in the discussion will be the analogy of "garbage in – garbage out" to illustrate the importance of finding valid information.
b. Teacher will clearly state the objective of the activity to the class:
1. The students will be able to make an evaluation of web sites by means of a structure evaluation tool for determining the credibility of information presented by the web sites.
2. The student will decide if the individual web sites visited present credible information
c. Teacher will provide each member of the class with an activity package containing: pre-selected web sites (Enclosure 2), activity worksheet (Enclosure 3), and self-evaluation form (Enclosure 4).
d. Teacher will review rules of conduct concerning school rules for appropriate use of the Internet for student research.
II. While at the computer – (Day 2 – 2nd forty-five minute session)
a. Students will select one site from list A and one site from list B of
Enclosure 2 for web site evaluation. These lists are randomly
structured and the results of the search may be (a) two credible sites or
(b) one credible and one not credible site or (or) two not credible sites.
b. Students will follow directions as provided by the worksheet
(Enclosure 3) to make an evaluation of the information presented on Internet Websites.
III. After computer use – (Day 3 – 3rd forty-five minute session)
a. Students will present their evaluations of web sites to the class by means of a class display chart (Enclosure 6).
F) Completion of task:
I. Students will submit, to the teacher, one completed evaluation form (Enclosure 3) for each of the two web sites visited, to the teacher, for evaluation and critique of the activity.
II. Students will submit, to the teacher, one completed self-evaluation for feedback and analysis of activity.
G) Evaluation/assessment rubrics: Use Enclosure 5 for teacher evaluation/assessment rubric.
H) Internet sites to be accessed: Use Enclosure 2 for appropriate web sites for student exploration.
Enclosure 1
Aol@school Middle School found at http://school.aol.com/middleschool/index.adp
PBS found at http://www.pbs.org
Scholastic at http://www.pbs.org
Yahooligans at http://www.pbs.org
ThinkQuest USA 2002-2003 at http://www.thinkquest.org/tqusa/index.html
Enclosure 2
List A:
Copyright website: http://www.benedict.com/
American Roots Music: http://www.pbs.org/americanrootsmusic/
A Guide to Medieval and Renaissance Music:
http://www.s-hamilton.k12.ia.us/antiqua/instrumt.html
Medieval Europe:
http://www.historyteacher.net/GlobalHistory-1/WebLinks/WebLinks-Medieval%20Europe.htm
Notable African-American Musicians: http://www.infoplease.com/spot/bhmpeople6.html
Site Surveyor 2:
http://www.infoplease.com/spot/bhmpeople6.html
List B:
Introduction to Digital Recording Techniques:
http://www.digital-recordings.com/publ/pubrec.html#general
Basics of Analog Recording
Netlingo: http://www.netlingo.com/emailsh.cfm
Vmyths.com: http://www.vmyths.com
Good music guide: http://www.good-music-guide.com/
Jubilatores: http://www.toledolink.com/~jubilatores/barry2.html
Trumpet: http://www.toledolink.com/~jubilatores/barry2.html
Enclosure 3
Worksheet for Evaluation of Websites by Students
(2 copies per student)
Guides to Info. Resources > Evaluating Web Sites > Checklist to Evaluating Web Sites |
Checklist to Evaluating Web Sites
Why evaluate Web sites? No one has judged the quality or accuracy of the information found on the World Wide Web before you come across it, so you must evaluate the information you find. Some Web sites are created by experts; for example the UM Libraries' Web site is authored by librarians who have expertise in the field of information science. The vast majority of WWW sites are designed and authored by non-experts. DIRECTIONS
AUTHORITY AND ACCURACY Anyone who knows a little HTML coding and has access to a server can create and load a Web site. It is important to find out who is the author and what are the author's qualifications or expertise, in order to determine the credibility and reliability of the information. Who is the author of the Web site? I couldn't tell. The author is: What part of the URL (Web address) gave you clues about authorship? Check all that apply:
(.edu) an academic institution (.gov)a U.S. Government agency (.mil) a U.S. military site (.net) a network of computers
(.uk) a country sponsored site (~/al's) a personal Web page Other? Please describe:
What are the qualifications of the author or group that created the site? I couldn't find this information. The author's qualifications are: PURPOSE AND CONTENT Determine the purpose of the Web site by looking closely at the content of the information. Some sites provide links to about our organization or a Mission Statement, detailing the purpose in creating the Web site, while the purpose of others might not be obvious at first. Take the time to thoroughly explore a Web site to determine if the information is subjective (biased or opinionated) or objective (factual), or mixed.What is the purpose of the Web page or site? Check all that apply:a personal Web page. a company or organization Web site. a forum for educational/public service information. a forum for scholarly/research information. for entertainment. an advertisement or electronic commerce. a forum for ideas, opinions or points of view. Other? Please explain: In your own words, briefly describe what is the purpose of the Web site?What does the Web site provide: Check oneBalanced, objective or factual information. Biased, subjective or opinionated statements. Are the arguments well supported? Yes No Both objective and subjective information. I couldn't tell. Other? Please explain: If you had questions about the purpose/content of the Web site, does it provide any contact information or means of communicating with the author or Webmaster? No Yes, the site provides: CURRENCY The currency or regularity of updating information is vital for some types of Web sites, and not so important for others. For example, Web sites that provide historical information, such as the presidential papers of George Washington, do not have to be updated as often as compared to sites that provide news stories or stock market information.When was the Web site last revised, modified or updated? I couldn't tell. It was updated: Is currency important to the type of information available on this Web site? Yes. Please explain: No. Please explain: Is the site well-maintained? I couldn't tell. Yes. No. Or, are links broken (Error 404 messages)? I couldn't tell. Yes. No. DESIGN, ORGANIZATION AND EASE OF USE Design, organization, and ease of use are important considerations. Web sites can provide useful sources of information. However, if they are slow to load, difficult to navigate, search and read, then their contribution and usefulness will be lost.
In your opinion, how does the Web site appear overall? Check all that apply:
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Please send comments and suggestions to the Libraries' Webmaster. Content questions should be directed to Information Provider Last edited 01/17/2003 17:00:37 © 2001 University of Maryland Libraries Last Revised: 10/22/01 |
This form was obtained from: http://www.lib.umd.edu/UES/webcheck.html (see references)
Enclosure 4
Student Evaluation of Activity
Page 1 of 2
a) The instructions for this project were clear and easy to follow.
Yes No
b) The worksheet was clear and easy to understand.
Yes No
c) My worksheet is completely filled out.
Yes No
d) My decisions about the web sites are based upon the results of my evaluation worksheets.
Yes No
e) This project will help me decide wheatear or not the information obtained from Internet web sites is credible.
Yes No
On the following page, state why it is important to be able to decide if information obtained from Internet web sites is credible.
Enclosure 4
Student Evaluation of Activity
Page 2 of 2
Enclosure 5
Rubric for Teacher Evaluation of Student Performance
402 Kentucky Open-Ended Scoring Guide for Grade 8 Mathematics, Social Studies and Science
Subjects: Science, social studies, mathematics, music # of scales 1
Grade(s: 8 # Scale length 5
Holistic Scale
4 ■ The student completes all important components of the task and communicates
ideas clearly.
■ The student demonstrates in-depth understanding of the relevant concepts and
or processes.
■ Where appropriate, the student chooses more efficient and/or sophisticated
processes.
■ Where appropriate, the student offers interpretations or extensions (generalizations, applications, analogies).
3 ■ The student completes most important components of the task and
communicates clearly.
■ The student demonstrates understanding of major concepts even though
he/she overlooks or misunderstands less important ideas or details.
2 ■ The student completes some important components of the task and
communicates those clearly.
■ The student demonstrates that there are gaps in his/her conceptual
understanding.
1 ■ Student shows minimal understanding
■ Student unable to generate strategy or answer may display only recall. Answer
lacks clear communication.
■ Answer may be totally incorrect or irrelevant.
0 ■ blank/no response
Enclosure 6
Page 1 of 2
Worksheet |
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2. URL |
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3 . Qualification |
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6. Contact |
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7. Updated |
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8. Currency |
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10. Links |
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Can't Tell |
Instruction for completing the graph:
For each item of the worksheet each student must decide if the information obtained contributes to a site containing valid, credible information or not.
1. For a valid item color the associated block black. For invalid or non-contributing information, leave the block clear.
2. The students must indicate their decision at the bottom of the chart if the site is valid, invalid or indicate that they cannot decide by placing the number one (1) in the space provided.
3. Total the numbers for valid, invalid, and can’t tell indications to the right in the space provided.
4. Present the results using a pie chart to gain some perspective as to the validity of sites visited (see example below).
11. Appearance |
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Invalid |
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Can't Tell |
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Can't Tell |
Enclosure 6
Page 2 of 2
References
University of Maryland, University Libraries. (2001) Worksheet for Critical Evaluation of Websites by Students, (Worksheet File). Available from the University of Maryland, University Libraries Web site, http://www.lib.umd.edu/UES/webcheck.html
Chicago Public Schools Bureau of Student Assessment. (n.d.) 402 Kentucky Open-Ended Scoring Guide for Grade 8 Mathematics, Social Studies and Science source: Kentucky Department of Education. Available from Chicago Public Schools Rubric Bank – Social Studies Web site, http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/SocialStudiesRubrics.pdf
Individual Lesson Plans
Team B
Lesson A: Kat Focht
Section I
Background
Title: Let’s Talk About Peace
Topic: Current Events
Subject: Social Studies
Grade Level: Middle School
Set up time: Approximately one to two 50-minute sessions
Class time: Three to four 50- minute sessions
Type of lesson: Genre: Problem solving
Activity structure: Telepresent problem solving and global learning format in the area of Internet communication.
Description: Three to four classrooms, each located in various parts of the world or within various areas of the United States, will be used. First, children in each class will research aspects and reasons for the war with Iraq. Second, students will teleconference a peace talk session. Each class will role play / represent a nation in an effort to find a peaceful solution to the war with Iraq.
Section 2
Focus
Primary Problem: How can we construct a peaceful conflict resolution among people and nations with cultural differences?
Essential questions:
Objectives:
Level II Comprehension: Students will create 3 comparisons, 3 contrasts, and a comprehensive summary as to the various reasons, outcomes, and effects of war.
Level III Application: Students will organize and apply previously researched information in order to construct a solution to the war and come to a consensus on the construction.
Level V Synthesis: Students will utilize persuasive speaking skills and elements to predict and theorize two potential solutions to war using a governmental peace-talk simulation.
Level VI Evaluation: Students will apply 10 criteria to assess and measure the success of the simulated peace talks. Students will recommend potential solutions to problems that may have arisen during the peace-talk simulation.
Educational skills and benchmarks: According to the Michigan Social Studies benchmarks and standards, this lesson covers at least six of the seven strands.
I. Historical perspective, II. Geographic perspective, III. Civic perspective,
IV. Economic perspective, V. Inquiry, and VI. Public discourse / decision making.
Strand I. Standard I.4 - Students will evaluate key decisions made at critical turning points in history by assessing their implication and long term consequences.
Strand II. Standard II.3 – Students will describe, compare, and explain locations and characteristics of economic activities, trade political activities, migration, information flow, and the interrelationships among them.
Strand II. Standard II.5 – Students will describe and explain the causes, consequences, and geographic context of major global issues and events.
Strand III. Standard III.3 – Students will describe the political and legal processes created to make decision seek consensus, and resolve conflicts in a free society.
Strand III. Standard III.5 – Students will understand how the world is organized politically, the formation of American foreign policy, and the roles the United States plays in the international arena.
Strand IV. Standard IV1.1 – Explain why people must face scarcity when making economic and political decisions.
Strand IV. Standard IV1.2 – Identify the opportunity costs in real life decision-making situations.
Strand V. Standard V1 – Students will acquire information from books, maps, newspapers, data sets, and other sources, organize and present the information in maps, graphs, charts, and timelines, interpret the meaning and significance of information, and use a variety of electronic technologies to assist in accessing and managing information.
Strand V. Standard V2 – Students will conduct investigations by formulating a clear statement of a question, gathering and organizing information from a variety of sources, analyzing and interpreting information, formulating and testing hypothesis, reporting results both orally and in writing, and making use of appropriate technology.
Strand VI. Standard VI.1 – Students will state an issue clearly as a question of public policy, trace the origins of the issue, analyze various perspectives people bring to the issues and evaluate possible ways to resolve the issue.
Strand VI. Standard VI.2 – Students will engage their peers in constructive conversation about matters of public concern by clarifying issues, considering opposing views, applying democratic values, anticipating consequences, and working toward making decisions.
Strand VII Standard VI.1 – Students will consider the effects of an individual’s actions on other people, how one acts in accordance with the rules of law, and how one acts in a virtuous and ethically responsible way as a member of society.
Materials:
1. Three to four Internet-access computers
2. Teleconferencing equipment
4. Group worksheets (provided)
5. Three to four other classrooms with which to work
6. Current local newspapers
7. Class Web site
8. Class email
Internet Resources:
Ask Eric: Coping With War
http://www.askeric.org/cgi-bin/printresponses.cgi/Virtual/Qa/archives/Counseling/coping.html
Ask Eric: Remember September 11th
http://askeric.org/cgi-bin/printresponses.cgi/Virtual/Qa/archives/Counseling/tragedy2.html
Ask Eric: Teaching About War
Ask Eric: Tech Tutorials: to support the technology team with trouble shooting
Ask Jeeves for Kids: Initial search page
Ask Jeeves for Kids: War with Iraq
Ask Jeeves for Kids: Initial search page for a country study on Iraq http://www.ajkids.com/main/followup.asp?aj_ques=snapshot%3Dkids%26kbid%3D354183%26item1%3D1058218-547488&aj_logid=A52689FFEC5B0242892CF3AAB64F1DB9&aj_rank=5&aj_score=0.8&aj_list1=1058218-547488&back=http%3A%2F%2Fwww.ajkids.com%2FKids42.asp%3Fask%3D2003%2Bwar%2Bwith%2BIraq%26site_name%3Dkids%26metasearch%3D1%26frames%3D1%26qSource%3D3%26spellcheck%3D%26origin%3D99%26AskJeeves.x%3D25%26AskJeeves.y%3D13&en=ka&qid=F79D8228E9FBB044BCC8CC69288D6DC6&frames=1&adcat=jeev&ac=24&ask=2003+war+with+Iraq&x=8&y=8
Yahooligans: Initial search page
Yahooligans: Site listing related articles regarding the war with Iraq
http://dailynews.yahoo.com/fc3/yahooligans/middleeast/
Section 3
Procedures and Activities
Before computer use activity: One for the teacher. One for the class.
Before computer use activity for the teacher: At least one other class, preferably three other classes, must be located that would like to participate in the teleconference. Time lines and Web sites must be established prior to the activity. Teleconferencing equipment must be reserved.
Before computer use activity for the class: Class will divide up into specialty teams. Each team will be in charge of one aspect of the project.
Teams: Researchers
Organizers / Information Suppliers
Technology Specialists
Speakers
Recorders
Team Assignments:
Research team: This team will utilize local newspapers, newscasts, and the Internet to research the items on Handout A.
Organizers / Information Suppliers: Organizes information. Records pertinent information on cue cards. Feed the relevant information to the speakers as needed during the teleconference.
Technology Specialists: Become familiar with the Internet connections, posting news class Internet sites, email, video conferencing and equipment. The technology specialists will be in charge of setting up, running, and taking down the equipment. They will help with any technological difficulties that may arise.
Speakers: Must speak clearly and understand Robert’s Rules of Order to facilitate communication and conversation. They must be familiar with all of the research and persuasive speaking skills.
Recorders: Must create an unbiased record of the events of the teleconference. They are to record milestones, problems that arise during the conference, positives, and outcomes.
During computer use: Each team will research and / or practice their jobs.
After computer use activity: Reflection time
Each team meets to debrief and discuss event. Outline positives, as well as areas needing improvement.
7) Present team information to the class.
Problems / Solutions / Workarounds: Potential problems may arise in regards to Internet access during the research and posting sections of the lesson. If this occurs, have several students well versed in the area of Internet trouble shooting at hand to help facilitate potential problems. Also, try to have alternate computers with Internet access reserved as a back up. Third, have alternate resources available such as cable news broadcasts, newspapers, encyclopedias, and radio. Another area for prospective concern may be in the area of telecommunication problems. Technical difficulties may arise that will inhibit the event. The technology team should be well trained in trouble shooting telecommunication equipment to handle common potential problems. In order to keep every class functioning at the same rate, continuous open communication is imperative. Each class must stick to a specific time line. If unforeseen circumstances arise, then email and phone communication are the most efficient forms of communication available to ensure a smooth program. If live telecommunication attempts fail, then the teacher may opt to video-tape a mock version of the peace-talks and then share the video with other schools around the world. After the event, if Internet access is obstructed, the reporting team may fax their report to the various classrooms involved. Then, each class may complete a compare and contrast lesson.
Differentiated Learning Accommodations: This activity is specifically designed to work with the various learning styles and levels found within a typical classroom. Students are placed in teams with students of various levels of knowledge. Students may also choose from a variety of teams to join. Each team utilizes various learning styles which include intrapersonal skills, kinesthetic abilities, mathematical talents, research expertise, and global and divergent thinking capabilities. Students will be able to peer tutor and edit each other’s work. This diverse mixture of learning styles within each team, as well as within the overall project, will help to ensure equal learning opportunities for all students involved.
Extension Activity: Compare and contrast using information exchange activity with the other classes that participated in the teleconference. Compare the reporter’s findings, accuracy of records, feelings, and problem solving skills. Use keypals and / or global learning format.
Section 4
Assessment / Evaluation
Due to the complexity of the lesson, there are several methods of assessment. Teachers may use a universal group effort assessment rubric, or they may choose a more precise, task specific assessment rubric. Rubrics for both are listed below.
Universal group effort rubric: http://projects.edtech.sandi.net/morse/oceanhealth/rubrics/collrubric.html
Task specific assessment rubrics:
Research team rubric: http://www.mashell.com/~parr5/techno/content.html
Organizers and feeders team:
http://www.yrbe.edu.on.ca/~mkvlss/history/societyresponserubric.htmlTechnology team:
http://www.mashell.com/~parr5/techno/camera.htmlSpeaking team:
http://www2.lhric.org/ertc/Wendy/Wzrubric.htmAlso
http://www.geocities.com/santon28/essay/speechrubric.htmlReporters:
http://www.sdcoe.k12.ca.us/score/actbank/interview.htmlAlso
http://www.yrbe.edu.on.ca/~mkvlss/history/societyresponserubric.html
Sources / References
Ask Eric Staff, . (2003). Coping with War. Retrieved Apr. 05, 2003, http://www.askeric.org/cgi- bin/printresponses.cgi/Virtual/Qa/archives/Counseling/coping.html
Ask Eric Staff, . (2002). Remembering September 11th. Retrieved Apr. 05, 2003, from Ask Eric: http://askeric.org/cg bin/printresponses.cgi/Virtual/Qa/archives/Counseling/tragedy2.html
Ask Eric Staff, . (2003). Teaching About War. Retrieved Apr. 05, 2003, from Ask Eric: http://www.askeric.org/cgi- bin/printresponses.cgi/Virtual/Qa/archives/Subjects/Social_Studies/Current_Even ts/war.html
Ask Jeeves for Kids. Retrieved Apr. 05, 2003, http://www.ajkids.com/
Camera Work Rubric. Retrieved Apr. 05, 2003,
http://www.mashell.com/~parr5/techno/camera.html
Collaboration Rubric. Retrieved Apr. 05, 2003,
http://projects.edtech.sandi.net/morse/oceanhealth/rubrics/collrubric.html
Debate Rubric. Retrieved Apr. 05, 2003, http://www2.lhric.org/ertc/Wendy/Wzrubric.htm
Defense Speech Rubric. Retrieved Apr. 05, 2003, http://www.geocities.com/santon28/essay/speechrubric.html
Harris, J. (December, 2000). Structuring Internet-Enriched Learning Spaces. Learning and Leading with Technology, 28 (4), 50. Retrieved March 17 2003, from http://www.apollolibrary.com/srp/edu/cmp520.asp
Iraq - A Country Study. Retrieved Apr. 05, 2003, from Ask Jeeves for Kids: http://www.ajkids.com/main/followup.asp?aj_ques=snapshot%3Dkids%26kbid% 3D354183%26item1%3D1058218- 547488&aj_logid=A52689FFEC5B0242892CF3AAB64F1DB9&aj_rank=5&aj_s core=0.8&aj_list1=1058218- 547488&back=http%3A%2F%2Fwww.ajkids.com%2FKids42.asp%3Fask%3D2 003%2Bwar%2Bwith%2BIraq%26site_name%3Dkids%26metasearch%3D1%26 frames%3D1%26qSource%3D3%26spellcheck%3D%26origin%3D99%26AskJe eves.x%3D25%26AskJeeves.y%3D13&en=ka&qid=F79D8228E9FBB044BCC8 CC69288D6DC6&frames=1&adcat=jeev&ac=24&ask=2003+war+with+Iraq&x= 8&y=8
Paper based on an Interview. Retrieved Apr. 05, 2003, http://www.sdcoe.k12.ca.us/score/actbank/interview.html
Rubric for Research . Retrieved Apr. 05, 2003,
http://www.yrbe.edu.on.ca/~mkvlss/history/societyresponserubric.html
Thunder and Lightening War with Iraq. Retrieved Apr. 05, 2003, from Ask Jeeves for kids: http://www.ajkids.com/main/metaAnswer.asp?t=a&s=k&MetaEngine=Education %2BWorld&en=EW&qid=82ADEA7AC3B11D4CA68C81B68A3BFE9F&fram es=1&io=&pt=&eo=3&adcat=jeev&ac=24&ask=war+with+Iraq&dt=&MetaURL =http%3A%2F%2Fwww.history.navy.mil%2Fwars%2Fdstorm%2Fds5.htm&Ima ge1.x=16&Image1.y=14
Subject Content Rubric. Retrieved Apr. 05, 2003, from Parr5:
http://www.mashell.com/~parr5/techno/content.html
War with Iraq:. Retrieved Apr. 05, 2003, http://dailynews.yahoo.com/fc3/yahooligans/middleeast/
Yahooligans! The Web Guide For Kids. Retrieved Apr. 05, 2003, http://www.yahooligans.com/
(2003). Techtutorials. Retrieved Apr. 06, 2003, from Video Professor: http://www.techtutorials.com/
Worksheets: Handout A –Researcher’s Task Assignment Sheet (attached)
Handout B – Rewind and Reflect (attached)
Lesson B: Victoria Beavers
Section I
Background
Title: at Do You Think?
Topic: Current Events
Subject: Language Arts
Grade Level: Middle School
Set-up Time: Approximately one hour.
Class Time: Approximately three hours and twenty minutes, divided into five, 50-minute work sessions.
Type of Lesson: Genre: Information Gathering
Activity Structure: Keypals
Description: Students will be prompted to read current events for pleasure by forming a partnership with another classroom. Students will be paired with a keypal and will be asked to share responses to the latest articles they are preparing to send to their partners. In turn, the partner classroom will do the same thing.
Section 2
Focus
Primary Problem: How to read and synthesize informational text and hold a comprehensive conversation using opinions formed and supported after the primary reading.
Essential Questions:
Objectives:
Level I - Knowledge: Students will each select two articles of interest.
Level II/III – Comprehension/Application: Students will interpret the information
from a survey (Handout A) and apply the personal information to select one appropriate article pertaining to the individual student’s interest profile.
Level IV – Analysis: Students will draw relationships between the current events articles of interest and inference their personal interests in order to communicate information to peers in a one-message email to their counterparts.
Level V –Synthesis: Students will engage in original open discourse and construct personal opinions formulated through ongoing open communication with peers.
Level VI – Evaluation: Once they have engaged in open communication regarding particular current event issues, students will defend and support their opinions regarding critical current events issues.
Educational skills and benchmarks: Assessed QCC Standards for the state of Georgia
Grade: 8
Language Arts
Reading Standard 32
Standard: Reads a variety of materials for pleasure.
Writing Standard 69
Standard: Writes with organization, style, and sense of audience.
Writing Standard 71
Standard: Uses descriptive words and phrases.
Writing Standard 73
Standard: Applies grammatical and mechanical conventions to writing.
Writing Standard 75
Standard: Uses available electronic techniques in writing.
Language Arts and Usage Standard 7
Standard: Writes simple, compound, complex, and compound-complex sentences. Avoids run-on sentences and nonfunctional fragments.
Technology Integration Basic Skills Standard 2
Standard: Demonstrates understanding of basic technology and telecommunication tools.
Technology Integration Basic Skills Standard 5
Standard: Operates basic technology tools and applications.
Technology Integration Basic Skills Standard 13
Standard: Evaluates, selects, and uses telecommunication tools and online resources to communicate ideas that persuade, describe, inform, or involve.
Technology Integration Basic Skills Standard 14
Standard: Uses telecommunication tools and online resources to correspond with students locally and globally.
Language Arts and Usage Standard 10
Standard: Applies standards of American English in:
Language Arts and Usage Standard 11
Standard: Applies standard rules of capitalization and punctuation.
Social Studies Standard 66
Standard: Shows respect toward others.
Social Studies Standard 69
Standard: Recognizes the right of others to present different viewpoints.
Non-Assessed QCC Standards:
Grade: 8
Language Arts
Literature Standard 30
Standard: Identifies and chooses literature according to personal interests.
Reading Standard 31
Standard: Reads a variety of materials for information.
Materials:
Internet Resources:
URL: http://sportsillustrated.cnn.com/
Annotation: This is the Sports Illustrated Online site. All sports news.
URL: http://www.accessatlanta.com/ajc/
Annotation: This is the Atlanta Journal and Constitution’s Web site.
URL: http://www.pencilnews.com/
Annotation: This site contains news for students. It has World news, U.S. news, and sports news. The site also offers an interactive slide show that changes daily.
Annotation: This site is sponsored by the Canadian Broadcasting Corporation and is kid friendly. It also offers a newsreel as well as text news.
URL: http://www.nick.com
Annotation: The perennial student friendly site offers news from Nickelodean. Also offers very simple "weird news" stories. Entertainment news is prevalent.
URL: http://www.teenpeople.com/teenpeople/
Annotation: The emphasis at this site is on entertainment news.
URL: http://www.nytimes.com/learning/
Annotation: Sponsored by the Learning Network, the New York Times finds a student friendly format.
URL: http://www.yahooligans.com/content/news/
Annotation: A student-recognizable name offers up news articles, both hard and soft.
URL: http://teacher.scholastic.com/scholasticnews/
Annotation: Scholastic’s ode to kid-friendly news.
URL: http://www.weeklyreader.com/homepage.asp
Annotation: The Weekly Reader provides online news.
URL: http://www.timeforkids.com/TFK/
Annotation: Time goes student friendly and online.
Annotation: The more advanced reader and thinker will find news suited to her abilities at this Fox site.
Annotation: This site contains the news show from ABC. For the advanced reader.
Section 3
Procedures and Activities
Before Computer Use Activity: One for student. One for teacher.
Before Computer Use Teacher Activity:
Step1: Duration, approximately one hour.
Prior to beginning this lesson, go to the Web 66 site. Choose a state or country. Locate a school with a registered Web site. Send an email to a selected classroom and invite them to join your class on this reading project. When a positive reply is received, have students create an email pen name, for security reasons. Send this list to your partner teacher. The partner teacher will then assign a student to each student from your list and will send a copy to you. Contact the partner teacher and collaboratively work on the basic framework for the project. Include in this conversation a description of the project and a timeline for completion.
Web Resources for Step 1
Title: Web 66
URL: http://web66.coled.umn.edu/schools.html
Annotation: Web 66-International School Web Registry Site
Before Computer Use Student Activity:
Step 1: Duration 20 minutes: Students will take a pre-activity survey (Handout A) in order to attain focus for the upcoming project. After completing Handout A, students will receive copies of Handout B, the listing of Web sites. This will be used to steer students in the direction of the Websites most likely to match their interests and reading levels.
During Computer Use:
Session One
Step 1: Duration: 45 minutes
Tell students that they will be communicating with an email pal about a variety of materials that they have read recently that deal with current events in news and entertainment. Using their pre-activity survey results as a guide, and using Handout B for suggesting surfing sites, students will log on to the computers and surf for articles. Students will visit sites they are interested in and look for articles. Students will read a variety of articles, and then they will each choose an article to work with to read for pleasure.
Step 2: Duration: 5 minutes
Once students have chosen something to read, they will copy and paste the article to a Word document and will save it to a disk. They will then print their articles. As homework, each student will read his article and highlight the main ideas and supporting details.
Session Two
Step 1: Duration: 50 minutes
Students, using copies of their articles with the pertinent information highlighted, will answer the questions on Handout C. Using these answers, students will write to their email pals expressing their ideas and opinions about the articles. Students will save replies in a Word program and will save to disk.
Session Three
Step1: Duration: 40 minutes
Each student will print out her response from her disk. Each student will share her response with a peer, and students will peer edit. Each student will then show her response to the teacher for approval. The teacher will use Handout D, "Email Pal Response Evaluation" to assess the assignment. Then, students will make extra corrections, as deemed necessary by the teacher, on the disk. Next, students will each email a response and attach a copy of the article for the email pal to read.
Step 2: Duration: 10 minutes
Students will complete the rubric (Handout E).
The partner classroom will initiate the next activity. It will be their turn to select articles to be read, and our class will deliver responses via email.
Session Four
Step 1: Duration: 10 minutes
When articles are received from the partner classroom, the students will log on and read them.
Step 2: Duration: 25 minutes
Students will read the articles they receive in reply. They will then generate responses to the articles their keypals have chosen and save the articles to disk.
Step 3: Duration: 15 minutes
Peer and teacher editing will check for mistakes. Mistakes will be corrected. Responses will be sent after the teacher checks and okays each one.
Problems and Solutions: When dealing with technology, many times the most anticipated problems have to do with the equipment itself. In this case, should the equipment not be available during the anticipate time, the lesson will have to be delayed until the equipment issues are resolved. Another problem when dealing with the Internet is parental permission. The best way to circumvent this problem is to double-check the Internet permission forms while this activity is still in the planning stage. If your school does require such a form, and you do not have it on file, you will definitely need to produce one to send home for parental signatures. Parents always need to be kept informed, and that is especially true when students are accessing the Internet. The last problem that could erupt during the project’s time span is the failure of the other class to stick to the agreed upon schedule. This could hopefully be avoided by sending a short reminder of the time factor that was settled on in the original conversation to the partner teacher when the children’s emails are sent.
Extending the Activity:
The students can extend the activity with them searching the Web for more sites containing interesting articles. Students could take the results of the project and compile the articles into a current events magazine complete with clip art. This will add another dimension to their technology usage.
Accommodations:
This lesson plan can be modified in numerous ways. The range of reading skills needed to properly access the Web sites ranges from simple to difficult. Two of the sites even offer a format for non-readers. For learning disabled students, another way to modify the lesson is to have the students work in teams. For ESL students, some of the provided sites have English or Spanish versions. Having the students work with an English-speaking schoolmate can accommodate ESL learners who do not speak English or Spanish.
Gifted students may use the more difficult sites that are noted in the Web resource list. The gifted students can also choose more challenging subject matter.
Section 4
Assessment / Evaluation
Assessment/Evaluation:
Using the Email Pal Response Evaluation form (Handout D), students are given a score based on appropriate use of computer time, responses to questions from worksheet, expressing point of view, mechanics, and usage. In addition, students will self-assess through use of the assignment rubric (Handout E). The teacher will read the student self-assessment and then choose to agree or disagree with the appraisals, making notations on the student rubric.
References
ABC News. Retrieved March 18, 2003. http://abcnews.go.com
Atlanta, Georgia News. Retrieved March 18, 2003.
CBB. Retrieved March 18, 2003. http://www.cbc4kids.ca
CNNSI.com. Retrieved March 18, 2003. http://sportsillustrated.cnn.com/
Education World. Retrieved March 18, 2003. http://www.education-world.com/standards/national/technology/k_12.shtml
Fox News Channel. Retrieved March 18, 2003. http://www.foxnews.com/
The New York Times. Retrieved March 18, 2003. http://www.nytimes.com/learning/
Nick.com. Retrieved March 18, 2003. http://www.nick.com
Scholastic. Retrieved March 18, 2003. http://teacher.scholastic.com/scholasticnews/
Teen People. Retrieved March 18, 2003. http://www.teenpeople.com/teenpeople/
Time For Kids. Retrieved March 18, 2003. http://www.timeforkids.com/TFK
Web 66. Retrieved March 27, 2003. http://web66.coled.umn/edu/schools.html
Weekly Reader. Retrieved March 18, 2003. http://www.weaklyreader.com/homepage.asp
Yahooligans! News. Retrieved March 18, 2003. http://www.yahooligans.com/content/news
Individual Lesson
Team B
Bill LoneckeSection I
Background
Title: Can the way a news event is reported influence public opinion?
Topic: Current events
Subject: Social Studies
Grade Level: Middle School
Set up time: One class period (42 minutes)
Class time: Ten (including above period) class periods
Type of lesson:
Description: the students will be given a list of mews media Web site to investigate as individuals. They will be looking to see how different news reporting agencies cover the same story over the course of three days. They will print a hard copy of the sires they look at and in a log book record their summary
of the, in their own words, of how the story is reported. On the fifth day the students will be assigned groups of like-minded students. These groups will prepare,
Section II
Focus
Primary problem: Today's students are subjected to an unprecedented amount of information concerning current events. The various reporting agencies have the ability to influence the opinions these students formulate. Unless the students access a variety of sources their opinions are in danger of being biased according to the single source they have contact with
Essential questions: 1) Is bias a factor in news reporting?
2) If so, how does it differ from one source to the next?
Objectives: By the end of the lesson, the students will:
Educational skills and benchmarks: See attachment A
Materials:
Section III
Procedures and Activities
Before using the computer:
During Computer Use:
After computer use:
Potential problems/solutions:
Problems:
Solutions:
Differentiated Learning Accommodations: This activity is designed to work with the various learning styles and levels of the students in my classroom. Students will be placed in teams with other students so students with different levels of knowledge will work together. Each team will consist of students whose learning styles will augment each other. Students will edit each other’s work to ensure the best possible product. The diversity of learning styles within teams will help to make sure all of the students benefit as much as possible from this project.
Extension activity: Once this lesson is complete it will lend itself to other projects like it in the future, albeit not as extensive. Examples:
Section IV
Assessment and Evaluation
Log books: Log entries will be evaluated daily by the teacher. Each day's entry will be graded on a scale of:
0 - no entry
100 - objective summary of news item
Grades will be counted as a homework grade for each day.
PowerPoint presentation/Essay: See attachment D)
Attachment A
National Technology Standards: Found at http://www.putnamvalleyschools.org/Standards.html
Attachment B
News Media Bias Lesson
Name_________________________ Group members_________________________
Introduction:
Events that shape our world are happening around us every day. Now two people view these events in the same way. Many of us look at what is happening and decide how we feel about it based upon what we are told on the news, in the newspaper, or in the Internet. While all of these are good sources of information, too many people form their opinions, their bias, on only one or two sources. In order to really informed, we should try to view an event from as many sources as possible before making up or mind which side of the issue we will come down on.
Note: These sheets MUST be with you in class every day.
Purpose:
The purpose of this lesson is to get you to look at a news event as it is reported from a variety of Web based sources. The actual event is secondary to this assignment. What is important is for you to begin to see how different reporting agencies report that event. In doing so you will see how reporting an event can be seen from different perspectives and how that reporting can influence the opinions of those who hear it.
Guidelines:
The following guidelines are provided for you to help you complete this assignment successfully.
Day One
Day Two-Four
Day Five
Day Six -Nine
Day Ten
Assessment:
Attachment C
List of required Web site to investigate
Attachment D
Scoring Rubrics for PowerPoint and Essay
Scoring Rubric
PowerPoint Presentation
5
4
3
2
1
0
Essay
5
4
3
2
1
0
Title: Streets of America
Topic: Current Events
Subject: General Music
Grade Level: Eight Grade
Set up time: Ten minutes for projector setup for the first class session.
Class time: Six class session of forty-five minutes each.
Type of lesson: Genre: Information Collection and Analysis
Activity structure: Electronic Publishing
Description: (Objectives/outcomes)
I. Students will compose new lyrics, focused on the current social issue of hate crimes, set to the public domain folk song melody of "Streets of Laredo".
II. Students will make an analog recording of the new lyrics set to the public domain folk song melody of "Streets of Laredo".
III. Students will convert the analog recording of the new lyrics, set to the public domain folk melody of "Streets of Laredo", to MP3 format.
IV. Students will post the MP3 recording of the new lyrics, set to a public domain folk melody of "Streets of Laredo", to a class web site.
Focus:
I. The primary problem that students are answering in this lesson is "how can hate crimes be countered through the use of song lyrics?"
II. This lesson will answer the essential question "can a song lyric be an effective means of addressing social issues?"
Educational skills and benchmarks:
This lesson addresses two areas of West Virginia Instructional Goals and Objectives for grade eight.I. Grade Eight English Fine Arts Instructional Goals and Objectives
8.15 - use electronic media in composing and arranging.
8.24 - discuss how events, scenes, and ideas can be transformed into works of art by musicians, visual artists, dancers, playwrights, and actors.*
II. Grade Eight English Language Arts Instructional Goals and Objectives
8.64 - use electronic and traditional editing strategies (e.g., symbols, dictionaries) to correct spelling errors in computer generated work (e.g., proper names, homophone, [in, inn].)
8.147 - using a word processor, demonstrate correct keying, editing, and formatting techniques (8.51)
Materials:
One computer projector for class Power Point Presentation
One classroom computer with Power Point software
Ten computers with internet access (location: the computer lab)
One computer connected printer
One computer with audio to MP3 conversion software
Project packages containing:
Worksheet (Enclosure 1)
List of web sites (Enclosure 2)
song lyrics
news articles
web sites with linked MP3 music
One acoustic guitar or piano
One synthesizer with MIDI interface
Three MIDI cables
One 4-tack analog cassette recorder
Two microphones
Two input microphone cables
One bass guitar
One stereo cassette recorder
Two RCA audio cables
Additional musical instruments may be included on an as available basis
One RCA audio to 1/4" stereo conversion cable
Recordings of public domain folk songs
Internet resources:
I. A list of web sites containing links to the lyrics of commercial and traditional folk songs and news reports of recent hate crimes. (Enclosure 2)
II. A list of web sites containing at least one linked MP3 recordings. (Enclosure 2)
III. A reserved web page for posting the completed MP3 recording.
Procedures and activities:
I. Before computer use activity: 1st forty-five minute session
A. A Power Point presentation will be shown to the class to focus
attention to the various points of view represented through song
concerning events of the past and present.
B. Teacher will clearly state the objective/outcomes of the activity to the class.
1. Students will compose new lyrics, focused on the current social issue of hate crimes, set to the public domain folk song melody of "Streets of Laredo".
2. Students will make an analog recording of the new lyrics set to the public domain folk song melody of "Streets of Laredo".
3. Students will convert the analog recording of the new lyrics, set to the public domain folk melody of "Streets of Laredo", to MP3 format.
web site.
C. Teacher will lead the class in a discussion focused on hate crimes and present the ways concerns about these events may be reflected in
the lyrics of songs.
II. During computer use: 2nd forty-five minute session
A. Teacher will review Acceptable Use Policy with class prior to Internet
activity.
B. Students will explore web sites listed on Enclosure 2.
C. Students will indicate what social issues were addressed by the lyrics
using the worksheet. (Enclosure 2)
D. Students will read news articles on the web sites listed and select one
on which to focus their lyrics. (Enclosure 2)
III. After computer use: 3rd forty-five minute session
A. Teacher will perform or play a recording of the song "Streets of Laredo" for class listening introduction.
B. Students will sing "Streets of Laredo" to develop a feel for the melody, tempo and rhyme of the song.
C. Students will compose a rough draft of lyric ideas focused on hate crimes that may be applied to the melody of "Streets of Laredo".
D. Students will be placed in groups of three to four students to finalize one verse for the song "Streets of America".
IV. Before computer use activity: 4th and 5th fourth-five minute session
A. The class will assemble the verses composed by the individual groups into one continuous song.
B. The class will rehearse singing the new lyrics with guitar or piano accompaniment.
C. Selected members of the class may perform accompaniment on other instruments as available.
D. The class will make an analog four track recording of the song "Streets of America" with accompaniment.
E. Students will convert the four track analog recording to a two track stereo cassette recording
V. During computer use: 5th forty-five minute session
A. Students will convert the two track stereo cassette recording to MP3 digital format using Musicmatch Jukebox software.
B. Students will save the MP3 recording to a floppy disk or (if available) a CD burner for individual record of the completed activity.
C. Students will post the lyrics they have written to the class web page.
D. Students will post the MP3 link to the class web page link.
VI. After computer use: 6th forty-five minute session
A. Students will present those areas of current social problems thatthey feel could be represented through the lyrics of a folk song
through discussion and chalk board lists.
C. Students will submit, to the teacher, one completed worksheet for evaluation and critique of the activity. (Enclosure 1)
D. Students will submit, to the teacher, one completed self-evaluation for feedback and analysis of activity. (Enclosure 3)
Extension activity:
I. Prior to this learning activity the class was trained on the four-track analog recorder, stereo cassette recorder and Musicmatch
Jukebox software.
II. Students may perform on musical instruments that they play for the recording.
Problems / solutions / workarounds:
I. It may be necessary to allow for an additional day of rehearsal before making the final analog recording.
II. It may be necessary to allow for an additional day for the conversion process from four-track to stereo to MP3 to facilitate all students hands-on operation of the recording equipment.
Differentiated learning accommodations:
I. For students with learning disabilities:
A. Partner them with another student who is willing to assist them in the completion of the worksheet and lyrics.
B. Teacher may assist student with composing lyrics that rhyme or are of usable length.
II. For students who are gifted:
A. Additional folk melodies may be used for a gifted learner to compose lyrics concerning other social issues.
B. For a gifted student who is a musician-singer encourage them to develop an original melody for their lyrics.
Assessment / evaluation:
I. Use Enclosure 4 for teacher evaluation/assessment rubric.
Sources:
Chicago Public Schools Bureau of Student Assessment. (n.d.) 402 Kentucky Open-Ended Scoring Guide for Grade 8 Mathematics, Social Studies and Science source: Kentucky Department of Education. Available from Chicago Public Schools Rubric Bank – Social Studies Web site, http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/SocialStudiesRubrics.pdf
West Virginia Grade Eight English Language Arts IGOs - http://wvde.state.wv.us/igos/igo.html?grade_name=Grade+Eight&oldgradename=Grade+Eight&subject_name=English+Language+Arts&subject_cat=Reading+and+Language+Arts
West Virginia Grade Eight English Fine Arts IGOs -http://wvde.state.wv.us/igos/igo.html?grade_name=Grade+Eight&oldgradename=Grade+Eight&subject_name=General+Music&subject_cat=Fine+Arts
Enclosure 1
Page 1 of 3
Student Worksheet
Use the web sites listed on the following page (Enclosure 2) to complete the assignment on this page.
1. Go to two of the web sites listed under Folk Son Lyrics and read the lyrics of one song at each site. Print one copy of each song and document the sites visited and songs below.
URL of first site visited: __________________________________________________________________
Title of song whose lyrics you read from the first site:
URL of second site visited: __________________________________________________________________
Title of song whose lyrics you read from the second site:
2. Highlight the words that rhyme in the lyrics of the two songs you printed.
3. What event is the first song about? _____________________________________
_______________________________________________________________________
_______________________________________________________________________
4. What event is the first song about? _____________________________________
_______________________________________________________________________
_______________________________________________________________________
Enclosure 1
Page 2 of 3
Student Worksheet
5. Listen to the MIDI file (melody only) provided by the site "Streets of Laredo".
6. Go to one of the sites listed under News Articles About Hate Crimes and select
one article to read. Print one copy of the article you selected. Give the name of
the article here: ___________________________________________________
From this point you will work as part of a group.
7. Present your news article to your group.
8. Within the group decide which article you will focus on.
Which article did the group select? ___________________________________
9. As a group develop one verse of lyrics that will use the melody of "Streets of
Laredo." Write the lyrics your group developed in the space below.
Attach the printouts of song lyrics and news articles to this worksheet for evaluation.
Enclosure 1
Page 3 of 3
Student Worksheet
10. One member from each group will type these lyrics into a Word document.
11. A different member of the group will copy and paste the lyrics into a master
document. A copy of the completed song "Streets of America" will be printed and given to each member of class. After rehearsing the song a recording will be made which will be converted to MP3 digital format and posted to the class web page along with the lyrics developed by the class.
Enclosure 2
List of Web Sites
Folk Song Lyrics
Our Favorite Folk Songs - http://guitar-primer.com/Folk/
Popular Songs in American History - http://www.contemplator.com/america/
American Folksongs / Volkslieder aus den Vereinigten Staaten - http://www.acronet.net/~robokopp/usar.html
American Folk Song (c.1915) The Great Titanic –
http://www.potw.org/archive/potw76.html
Folk Song Web Sites With Audio Files
Streets of Laredo - http://mysongbook.de/msb/songs/r_clarke/johngone.htm
News Articles About Hate Crimes
Arabs, Muslims, Sikhs Report Hate Crimes - http://story.news.yahoo.com/news?tmpl=story2&cid=540&e=8&u=/ap/20030328/ap_on_re_mi_ea/war_backlash_4
Hate Crimes in America - http://abcnews.go.com/sections/us/DailyNews/hatecrimes980611.html
Enclosure 3
Student Evaluation of Activity
Page 1 of 2
a) The instructions for this project were clear and easy to follow.
Yes No
b) The worksheet was clear and easy to understand.
Yes No
c) My worksheet is completely filled out.
Yes No
d) My choice of lyrics reflects the current social problems of hate crimes.
Yes No
e) This project will help me understand the injustice of hate crimes.
Yes No
On the following page, state if you think that using song lyrics is a successful way of focusing attention on hate crimes and other social problems.
Enclosure 3
Student Evaluation of Activity
Page 2 of 2
Enclosure 4
Rubric for Teacher Evaluation of Student Performance
402 Kentucky Open-Ended Scoring Guide for Grade 8 Mathematics, Social Studies and Science
Subjects: Science, social studies, mathematics, music # of scales 1
Grade(s: 8 # Scale length 5
Holistic Scale
4 ■ The student completes all important components of the task and communicates ideas clearly.
■ The student demonstrates in-depth understanding of the relevant concepts and or processes.
■ Where appropriate, the student chooses more efficient and/or sophisticated processes.
■ Where appropriate, the student offers interpretations or extensions (generalizations, applications, analogies).
3 ■ The student completes most important components of the task and communicates clearly.
■ The student demonstrates understanding of major concepts even though he/she overlooks or misunderstands less important ideas or details.
2 ■ The student completes some important components of the task and communicates those clearly.
■ The student demonstrates that there are gaps in his/her conceptual understanding.
1 ■ Student shows minimal understanding
■ Student unable to generate strategy or answer may display only recall. Answer lacks clear communication.
■ Answer may be totally incorrect or irrelevant.
0 ■ blank/no response
This form was obtained from:
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/SocialStudiesRubrics.pdf (see references).
Team B
Over that past six weeks team B has put together a pretty impressive series of lessons intended to integrate technology into the classroom. Computers and technology are here to stay and they are quickly becoming an extremely important tool in the classroom. We all have seen student's work coming to us from word processors, but computer technology involves so much more then that. The four lesson put together by the members of our team are a diverse and imaginative way for our students to use this new technology to its fullest. We covered a wide range of activities in creating our plans. This really was easy to do, given almost boundless limits of the Internet. We believe our lessons will have the students push the envelope as far as their technical skills are concerned, but they are not so demanding as to swamp them and scare them away.
Our lessons combine technology and "old fashioned" learning techniques. We created them in this manner because now matter how technical the world of education gets, Reading, Writing, and 'rithmatic will always be at the center of it. Our lesson show that technology can help in developing those skills, along with the new ones they'll need to succeed in the future.