Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Seth Brown

Position Media Specialist

School/District Loganville Middle School/Walton County

E-mail seth.brown@walton.k12.ga.us

Phone 678-684-2967
Grade
Level(s) 6

Content Area Language Arts

Timeline Four, 7-minute class periods over multiple class days

Standards

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 Reading Standards for Literacy in Social Studies (Mirrored in Science Content Standards:

L6-8RHSS1:​ Cite specific textual evidence to support analysis of primary and secondary
sources.
L6-8RHSS2:​ Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or opinions.
L6-8RHSS7:​ Integrate visual information (e.g., in charts, graphs, photographs, videos, or
maps) with other information in print and digital texts.
L6-8RHSS9:​ Analyze the relationship between a primary and secondary source on the
same topic.

Writing Standards for Literacy in History, Science, and Technical Subjects

L6-8WHST4:​ Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
L6-8WHST6:​ Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas clearly and efficiently.
L6-8WHST7:​ Conduct short research projects to answer a question (including a
self-generated question), drawing on several sources and generating additional related,
focused questions that allow for multiple avenues of exploration.
L6-8WHST8:​ Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and following a
standard format for citation.

ELA Specific Content Area Standards:

ELAGSE6W2 ​Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant
content.
ELAGSE6W4 ​Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
ELAGSE6W6 ​Use technology, including the Internet, to produce and publish writing as
well as to interact and collaborate with others.
ELAGSE6W7 ​Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate.
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.
ELAGSE6L1 ​Demonstrate command of the conventions of Standard English grammar and
usage when writing or speaking.
ELAGSE6L2 ​Demonstrate command of the conventions of Standard English
Content Standards: capitalization, punctuation, and spelling when writing.

1d​ Students understand the fundamental concepts of technology operations, demonstrate

the ability to choose, use and troubleshoot current technologies and are able to transfer
their knowledge to explore emerging technologies.
2c​ Students demonstrate an understanding of and respect for the rights and
obligations of using and sharing intellectual property.
3a​ Students plan and employ effective research strategies to locate information and
other resources for their intellectual or creative pursuits.
3b​ Students evaluate the accuracy, perspective, credibility and relevance of
information, media, data or other resources.
3c​ Students curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful connections or
conclusions.
NETS*S 6a​ Students choose the appropriate platforms and tools for meeting the desired
Standards: objectives of their creation or communication.

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Overview

This lesson is a multi-part cooperative venture between myself and a 6th grade Language Arts teachers, centered on
internet research skills. The first part of the lesson would be a cursory overview of 4 important areas of research
knowledge and skills: responsible internet use habits, using GALILEO and Google as search tools, citing sources, and
taking good notes/creating an annotated bibliography. The second part of the lesson is a research project with themes
from the book ​The One and Only Ivan (​ K. A. Applegate, 2012); students will browse, research, and report on a specific
story of an animal in captivity. Students will use a ​Padlet ​to brainstorm ideas about themes from ​The One and Only Ivan​.
Students will use ​Google Suite​ for product creation, and ​Schoology​ as a platform for collaboration and feedback.
Google Forms​ will be used to formatively assess student progress. Students are allowed and encouraged to collaborate
on their ongoing findings through a Schoology discussion board.The intent of the experience is for students to learn and
apply a few basic internet research skills, learn how to use ​GALILEO ​and ​Google Search ​as a source of academic
information, and avoid plagiarism. The final product will be a Google Slides presentation that summarizes the students’
findings, and includes a simplified citations list. There will be a product instruction guide sheet that organizes the
student’s final product.

Through this lesson, students will be able to critically research a topic, organize and responsibly use information, and
summarize the results of their research. These expect outcomes are measurable through informal observation and formal
rubric scoring.

Essential Questions

How do we use the internet to research effectively?

How are good research skills important for daily life?

What is digital literacy?

What are the rules of ‘internet etiquette?

What do I mean by the ‘wrong’ way to use information that you find online?

How do you go about researching a topic using the internet?

What are some ways to find information online?

How do you organize the information that you collect?

How do you use someone else’s work while avoiding plagiarism?

What background or prior knowledge will you expect students to bring to this topic and build on?

Assessment

Students will use new internet research skills to seek new information about the topic, organize the information into an
‘abbreviated’ annotated bibliography, and use the information in a structured summary of their findings. Students will cite
sources in brief using a preselected, simplified format.The content of the delivery presentation and interactive guided
website will not be differentiated by direct modification, except in the case of a need for translation into another language
(no need existed). Progress in the use of new knowledge or skills will be monitored with informal observation, and student
progress will also be checked through a brief ​Google Forms​ survey, submitted separately. The product may be
differentiated through an alternative format. All students will be required to observe citations (simply the web site source of
information, in this case). The final product will be assessed using a grade rubric through Schoology, which students will
also have access to during the course of the assignment as a self assessment tool.

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Resources

This dynamic, collaborative lesson is not possible without 1:1 device access, reliable internet access, and a
technologically savvy educator. The core learning of the lesson is about researching a topic using basic digital literacy
skills, with good research practices arcing out from this main point. The heart of the content will be accessible to students
through Schoology, and through the ​Media Center web page.​ Students use the internet in all aspects of this project
including brainstorming the topic, research, collaboration, production, and assessment/feedback.

Students may use Padlet as a brainstorming tool. Students will be instructed in and will use GALILEO database and
Google search functions, an interactive website guide created specifically for this assignment, Schoology assignments,
links, discussion boards, and assessment tools, and Google Docs.

This project introduces students to some of the core skills of responsible internet research, the use of GALILEO as a
research tool for a diversity of needs, citing sources, and creating an annotated bibliography. These are generally new
knowledge for the 6th grade student group. A cursory understanding of some basic Google Docs functions and
Chromebook productivity features (such as copy and paste hotkey combinations) is a requisite for the assignment.

Instructional Plan Preparation

This lesson has been developed through the observed need of multiple teachers, and represents a collaboration effort to
address specific needs across content areas regarding internet research skills. The lesson can be tailored to suit different
content areas and grade levels, and can span multiple class periods, depending on the areas of focus. For example, when
tweaking this lesson for social studies content, it may focus more on certain functions of GALILEO. For some student
groups, depending on need, I may embed a ‘bogus’ website activity into it. Some student groups, specifically 8th grade,
need a large focus on correct citation methods. All of the options of this lesson include knowledge and skills that are
integral to efficient, effective, and ethical research.

This is a collaborative lesson that is developed one-on-one with a teacher, as the teacher assesses the needs of her
student group. One particularly engaging part of the lesson that is relevant for any student group is the warm-up segment,
which includes a discussion of six items that students are ‘probably doing wrong’. It is a great informal assessment of the
student group, and it is illuminating to the students as well. It is entertaining and highly relatable, as we discuss real-world
scenarios regarding internet use, and ways that students can be more cautious, accurate, and efficient.

One issue that students may have, or a student group as a whole, is in reliable access to the internet and basic research
access outside of school. As a consequence of this disparity students who do not have regular access to the internet
outside of school may not have had as much exposure to, or practice in, using the internet as a research tool. This can
make some of the skills and concepts of the lesson more illusive.

Management

The first stage of this lesson, day one, involves whole-group instruction and discussion, and individual tasks using the
students’ 1:1 devices. This initial part of the lesson will take place within the Media Center class, an area of the structure at
large this is sectioned off from the main body of the space, and includes comfortable couch style seating for a class. The
presentation tool that I will be using is a 72 inch Interactive Display. At points in the lesson, students may be called upon
individually, or asked to open their Chromebook devices to practice a task or skill. All students will need to have access to
the Media Center wifi.Connection should occur automatically, but if any student devices are not able to connect, there is a
bank of nine desktop computers behind the seating area, facing the screen, that may be used. If the interactive display
does not work, there is a hardwired projector and automatic drop down screen in the space as well. The second phase of
the lesson, further research and production of the presentation summary, may occur in the teachers’ classroom on the
second day. This can be mediated by the teacher, with support from me as needed. As the school Media Specialist, I am
the first line of troubleshooting for most tech based problems.

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Instructional Strategies and Learning Activities

Overview of Instructional Strategies Used:

● Setting clear goals or objectives of the lesson from the beginning

● Activating Prior Knowledge through warm up conversation and Padlet
● Direct Instruction of internet research skills
● Modeling of GALILEO search functions and note taking strategies
● Student Practice through the research and final project
● Rubric Feedback of the students’ final project

During various stages of this lesson, the teacher acts as a lecturer, discussion leader, and facilitator. The students’ roles in
the lesson include observationalist, conversationalist, researcher, and creator. My teaching style can definitely be
characterized as fluid; I prefer to build a lesson around several different teaching and learning styles, to maintain student
attention and engagement.

Some the core learning of this lesson involves the skills of analysis and evaluation necessary for critical, consentinetions
internet research. Students are required to seek and evaluate information on their topic and summarize the information into
a final product. The creativity factor for this lesson could be elevated through the use of a variety of product choice options.
In this particular case, the collaborating teacher prefered a standard written report o as to not overwhelm her students and
take their attention away from the knowledge and skills of the lesson; the actual product of the project is secondary to the
practice of the skills that they learn in the lesson.

Students will use a variety of Web 2.0 platforms to engage in learning throughout this experience. Student use includes,
but is not limited to: Padlet, GALILEO, Google Docs, Schoology, and Google Search. The direct instruction of the lesson
will occur on a touch panel display, and each student will use a personal Chromebook device for the project. The students
are issued these devices for the extent of the school year, so they are generally well versed in the use of the various tools
and features Chrome OS has to offer, even within the relatively new 6th grade group.

As previously stated, the product of this project is secondary to the actual experience of researching, citing and note-taking
that the students will embark upon in the creation of the final project. For the purposes of this lesson, and being that it
involved a 6th grade class of limited research proficiency, the teacher and I opted to keep the final product simple, so as to
not take away from the value of practice in actually applying the skills and knowledge that they learn. This lesson could
definitely take a more creative turn with a group that is more advanced in their knowledge and research skills; the final
product could be a much more complex endeavor that showcases the students’ creativity and ability to complete a more
diverse task.

I consider this lesson an introduction into some of the basic research skills that are valued in school. That being said, this
lesson and assignment should be the start of a more structured and purposeful practice by content area teachers, in which
students actively engage in research, and are monitored in their application of the skills taught in the lesson. As it is posted
as a self-guided option on my media center website, teachers and students can refer back to the lesson and the steps and
skills available to further refine their research ability.

Although this lesson is more about internal skills in research, there are collaborative aspects involved. The Schoology
Discussion Board feature to allow students to share pertinent information about the project. Students are also encouraged
to use the Google Docs sharing features to co-edit each others’ work.

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Differentiation

I like to build lessons around a concept of fluidity to help best meet every learners’ needs. Students may choose to
engage in the lesson through the web site resource, one-on-one without any interruptions if they choose. For auditory
learners, the planned lecture format will work best. Ultimately, there are video resources that I can pool together for
students who may need an alternative environment. With a smaller group size, the content of the website could be broken
down into manageable parts by groups, then the lesson be delivered in an expert group model by students.

The processes of this lesson are also malleable. Although I have discussed a more concrete model for the final product,
students of varying learning needs could potentially complete the product in a variety of different ways, including an oral
report, recorded video, a screencast, a website, or a PowerPoint style presentation. The content of this lesson does not
lend itself well toward any kind of manipulative, although I tried to pull in as many different aspects of visual engagement
as I could find.

Although an important aspect of this project is individual knowledge and skills regarding research, students may be
supported in their individual work through peer collaboration and teacher engagement. This may occur live, or across the
Schoology discussion platform.

For the purposes of this initial lesson on research skills with this particular group of six grade students, we decided not to
overwhelmed the group with too much information, and so left the pool of knowledge and skills relatively shallow. With a
more advanced learner group, I would allow the opportunity for students to create an actual structured references page
and annotated bibliography. I can also see having students create a research road map, in which they literally map out the
steps that they have taken in their research, including the skills, steps, and sites that they use in creating their final
product. This type of exercise would be much too overwhelming at this stage in the student group’s learning.

Although the student group (including 3 regular education and 1 collaborative class) is very diverse, the needs of all
learners can be met without the use of any assistive technologies. No students in this group require any 504 or ELL
remediation that involves technology. If any ELL services were required, the material could be easily transposed into
another language. Much of the content could also be experienced with text-to-speech tools, if a student with a reading
deficiency needed the assistance. Likewise, speech-to-text and Chrome Vox tools could be used to support students with
physical impairment that may prevent them for operating a computer in the traditional way.

Reflection

The culminating event of this lesson will be the presentation of the students’ findings. Students will be offered feedback on
their work in the form of a rubric, with the option to address issues or areas of growth in the rubric one-on-one with the
teacher. Students will be asked to provide verbal feedback of the initial lesson, but not on the writing aspect of the project.

I would defer to the excitement, engagement, and 1:1 interactions with the students as evidence of the students
investment in the lesson. I believe that they generally understood the relevancy of the skills, as we directly discussed the
importance of the foundational ideas of the lesson for future learning. The students were definitely engaged in the topic,
as it directly related to their completion of the novel ​The One and Only Ivan​, and they were excited about the topic and
opportunity to research more similar animal stories.

Through observational engagement, I was able to see that students were actively practicing the skills of the lesson. They
used GALILEO effectively, started the process of an abbreviated annotated bibliography, and used Google Docs
effectively. They used Google within the scope of the skills of the lesson, with a more critical and careful approach.

Much of the lesson, up to the point of student application, is presentation-based. For a more mature student group, it
could be self directed. I try to minimize direct lecture or presentation in any lesson, but this lesson changes topics enough
that it remains engaging. I also have the opportunity for open discussion of the content built in. I think that the content is
appropriate, and that the student engagement during the more subdued parts of the lesson went well.

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Although not necessary for the learning experience, I would like to try the lesson as a student guided experience, with the
teacher as the facilitar. I believe that this format of delivery would work well for an 8th grade group who already had more
prior knowledge about citing sources and note-taking. I don't see the student guided method working well with 6th grader
students, as they come in with almost no concept of citing sources and limited note-taking ability. I think that the lesson
would work better if I spread the first part over two class periods and embedded more activities within the discussion. I
don't think that it is a requisite for the lesson success, but it could enrich the experience. It might also be fun to have the
students work in groups on the application aspect of the project rather than individually, or this could be a product choice
option.

Closure

The development and use of this lesson plan has been fruitful in applying many skills that I have learned throughout the
ITEC program. I like that I have built it around flexible content, with multiple options to be added or taken away, and thus
best suit the needs of a teacher and their specific student group. The end product is contingent upon a teacher and their
need, and it could be a report, a presentation, a video, or any other creative format that the teacher may choose for the
project. I would say that the first part of the lesson would be best served to spread out over two class periods, with the
application aspect of the project, the second part, coming later directly from the teacher's classroom. Through
administering this lesson I have found that there really is a large gap between students’ knowledge and use of the
internet, and a translation into academic use. Although these students do seem to be digitally literate, they are missing
some of the formal aspects of internet use and proper research functions, as expected. What seems to me to be
commonsensical use of the internet, seems to escape students. In particular, the discussion about plagiarism, copyright
laws, and pirating always draws a few gasps from the audience, as students tend to not fully grasp the consequences of
illegally downloading music or a movie, which is especially concerning an age that such things are still available. I believe
that I have created this lesson and gathered resources, in a way that any teacher could administer it for any content area,
and have a rich and engaging experience with their students.

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