Post on 06-Feb-2015
description
ASSURELesson Plan
EIST 6135
Laurel Hawkins, Erin McCully, Amanda Venturella, Kim White, Loretta Wilson
Compelling Questions
How might primary resources help you understand the character of a time period?
How might a primary source help your classmates better understand you?
General Characteristics
100 13- and 14-year-old eighth grade students with the following Entry Competencies:
Working in collaborative groups
Netiquette
Wiffiti, Moodle, & Glogster
Standards
Curriculum Standards
8.H.1.3 Students will analyze historical documents to determine if they are primary or secondary sources.
Technology Standards
North Carolina Eighth Grade Technology Proficiency Standards
Proficiency 4: Use content-specific tools, software, and simulations to support learning and research.
Proficiency 5: Student creates multimedia curriculum projects.
Proficiency 8: Student selects technology tools that enhance the efficiency and output of curriculum projects.
Learning Objectives
1. Given paper and online sources, 8th grade students will be able to define, identify, and categorize primary and secondary sources.
2. Given access to online sources, 8th graders will be able to locate and translate between primary and secondary resources.
3. Given a multimedia Web 2.0 presentation tool, 8th grade social studies students will generate a primary source documenting their first week of 8th grade.
Select Strategies The student-centered activities include:
accessing Moodle
collaborative group work
online research
creating online, interactive poster
YouTube, Moodle online forums, Wiffiti, Glogster
Teacher will preview all sites and Library of Congress materials
Select Technology and Media
Prepare the Technology, Media, and Materials
The teacher will:
link the YouTube video to the Moodle site
set up a Wiffiti.com board where students can text their answers
locate 10 primary/secondary sources from the Library of Congress site that students will classify in groups
prepare an answer key to correspond with 10 Library of Congress sources that students will use to self-check
prepare a template for students to use to list the primary/secondary sources they locate and their justification of their classification
prepare exit tickets
create grading rubric for Glogster project
Wiffiti Screenshot
Glogster.com Screenshot
Provide the Learning Experience
group classification of teacher-prepared documents
group research to find 3 primary and 3 secondary sources with justifications for each
an individual Glogster project to create a primary source to document their first week in eighth grade.
Self-checks, written justifications, and teacher facilitation will aid students in understanding how to identify primary and secondary sources.
Student Practice Activities
Students will do an initial voting activity on Wiffiti.com, identifying two documents as either primary or secondary resources.
Students will work in small groups to sort 10 documents to be sorted as primary or secondary.
Each student will also do a reflection to re-examine their process in determining primary or secondary source for the mislabeled pieces.
Student Practice Activities (cont’d)
Students will work in groups to find three primary online sources and three secondary online sources, citing their URLs as well as explaining their choices.
Pairs of students will participate in an exit ticket disguised as a think-pair-share activity to determine which type of source, primary or secondary, is better for research and why.
Students will use theWeb 2.0 tool Glogster to create an online primary document of their first week of 8th grade. Each glog will include text, visuals, and video as well as a current event to mark their time and place in history. They will also cite three reasons as to why their creation is a primary document.
Feedback
Students will receive feedback from the Wiffiti activity.
In small groups, the students receive feedback from each other. Students will also receive a rubric from the teacher for that activity.
Students will receive immediate feedback from the teacher as she facilitates the student group.
Students receive feedback on their Moodle posts from their teacher.
Students will receive feedback on their Glogster project via a rubric.
Assessment of Learner Achievement An initial assessment via Wiffiti.com will
determine if they can identify primary and secondary documents.
The next assessment will be group analysis and categorizing of documents, followed closely by a reflection and analysis of any misconstrued ideas in the definition and determination of primary from secondary sources.
Rubrics will be used for group work and the Glogster project.
Evaluation of Strategies, Technology, and Media
The teacher will incorporated an online Moodle Q&A forum for students
There will also be group reflections where students give feedback to the teacher concerning their experiences and their gaps in knowledge
Throughout the lessons and activities, the teacher will make adjustments to timetables and activities based on students’ progress and needs.
Revision