Online Literacy Assignment Lesson Plan

Leah M. Schrenger

Getting Started With Research Based Writing

Standards
Common Core State Standards:
CCSS. ELA LITERACY.W.2.2. Write informative/explanatory texts in which they
introduce a topic, use facts and definitions to develop points, and provide a concluding
statement.
CCSS. ELA LITERACY.W.2.6. With guidance and support from adults, use a variety
of digital tools to produce and publish writing, including in collaboration with peers.
CCSS. ELA LITERACY.W.2.7. Participate in shared research and writing projects
(e.g. read a number of books on a single topic to produce a report; record science
observations).
International Society for Technology in Education (ISTE) Standards:
ISTE Standard 3: Research and Information Fluency
o Students apply digital tools to gather, evaluate, and use information.
Plan strategies to guide inquiry.
Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
Process data and report results.
International Literacy Association (ILA) Standards:
1.2 Candidates understand the historically shared knowledge of the profession and
changes over time in the perceptions of reading and writing development, processes, and
components.
2.2 Candidates use appropriate and varied instructional approaches, including those that
develop word recognition, language comprehension, strategic knowledge, and reading-
writing connections.
2.3 Candidates use a wide range of texts (e.g. narrative, expository, and poetry) from
traditional print, digital, and online resources.
4.2 Candidates use a literacy curriculum and engage in instructional practices that
positively impact students knowledge, beliefs, and engagement with the features of
diversity.
5.1 Candidates design the physical environment to optimize students use of traditional
print, digital, and online resources in reading and writing instruction.
Kentucky Teacher Standards:
6.1 Uses available technology to design and plan instruction.
6.2 Use available technology to implement instruction that facilitates student learning.
6.5 Demonstrates ethical and legal use of technology.

Grade Level
Second Grade
Time Needed to Complete the Assignment
5 days +
Materials
Teacher laptop
Smart board
8 iPads
2 Chromebooks
www.youtube.com
www.getpocket.com
Post-it Plus app
www.trello.com
Shadow Puppet Edu app
Haiku Deck app
Google Docs app
Paper sticky notes
Pencils

Learning Targets
I can..
Compare sources and find information to describe the connection between historical
events and people.
Write an informative report by collaborating with peers in order to conduct shared
research and revise my thinking and writing.
Understand the impact an individual can have on the world by studying important figures
throughout history.

Lesson Procedures
**Prior to the lesson in social studies, students have been learning about important historical
figures that emigrated to the United States and how they had impacted their community. Students
have developed background knowledge about immigration and several figures that made their
home in America after emigrating here. Students have also been learning about the contributions
these people have made in society and how they have positively affected the community.
Day One, Part One
Hook students into the activity with a video. Play the video by Kid President called How
to Change the World.
Have a class discussion about teaching others about important people that have helped
change our history and have had a positive impact on our community. Throughout the
discussion, have students turn and talk about some historical figures that we have been
discussing over the past few days.
After students discuss with one another, allow students to share their responses.
Explain to students that they will be conducting research about some of these historical
figures we have discussed.
End the class by introducing the following question for students to ponder: How can we
teach others about important historical figures who helped change our community?
Day Two, Part Two
Students will begin researching various United States immigrant historical figures.
Students will work in groups of two and three students. There are eight available iPads
and two Chromebooks available for students to use for research.
Students will begin their research through the website www.getpocket.com. I have set up
an account prior to the activity, and loaded the pocket with multiple articles and videos
for students to view as they research. This website can be accessed on an iPad or
Chromebook.
As students are collaborating with one another to find information, they will record
important details on sticky notes.
Model using www.getpocket.com to students. Show students how to effectively find
information on the website. Show students how you determine information that you will
record on the sticky notes.
Group students in twos and threes. Explain to students that they will stay in this group for
the remainder of the week/activity.
Once students are in their groups, have them sit on the carpet with their groups and their
devices in hand. Allow students to explore www.getpocket.com while you walk around
are clear up misconceptions about the assignment and the webpage. Allow students to ask
questions as they are exploring.
Allow students to begin working in their groups. Remind students to record important
information on their sticky notes.
Also tell students that by the end of class, they will need to decide on one person to
research from this day forward.
 Toward the end of class, have students stop and collect their sticky notes on construction
paper and scan into the Post-it Plus app. This can be exported to the class drop box where
students can print or access later.
Days 3-5, Part 3
Prior to class, set up Trello boards for each famous person being researched.
www.trello.com is a free website where you can create boards for various categories. On
each board, you can post links to articles, videos, etc. Students can access the boards by
typing in the URL or through the free iPad app.
By now, students have narrowed their topic down to one person.
Over the next three days, students will collaborate with one another to choose three
subtopics about the person.
Students will continue to use sticky notes to organize their research.
The first sticky note in each list should be the main idea of the paragraph written in a
complete sentence.
The sticky notes under each of the main topic sticky notes will be supporting details.
Students should have three to six key details about their main topic.
Once each subtopic has been completed on the sticky notes, students can begin writing
individual rough drafts based on the information they gathered with their group.
Beyond Day Five
After students have completed their rough drafts and have gone through the editing and
revision process, students may select a publishing tool for their final product. Students
may choose from two apps, Shadow Puppets Edu or Haiku Deck. Students may also use
Google Documents which will dictate for them if they need such accommodations.

Student Assessment
Students will be assessed through anecdotal notes throughout the research and writing process.
After students have completed their final writing product, I will assess students according to a
rubric.

Accommodations and Modifications

Students will be in mixed ability groups, and needs such as ESL and ECE will be considered
when pairs and groups are made. By collaborating with others, students that have difficulty
working independently will have more confidence as they work with their peers. In the final
writing process, students will have the opportunity to use apps that incorporate pictures in their
writing and voice dictation. The rubric will reflect the various levels of learners in my classroom.