ALEX Lesson Plan

     

A Long Way From Chicago: Web Search

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  This lesson provided by:  
Author:Brandi Evans
System: Covington County
School: Florala High School
  General Lesson Information  
Lesson Plan ID: 16710

Title:

A Long Way From Chicago: Web Search

Overview/Annotation:

Used as an introduction to the reading of Richard Peck's book, A Long Way From Chicago, this lesson is designed to familiarize students with topics that help them to better understand the setting of the novel. Students search the Internet for information and present their findings to the class in an oral presentation.

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 6-8
9 ) Practice responsible and legal use of technology systems and digital content.

Examples: avoiding plagiarism; complying with acceptable-use policies, copyright laws, and fair use standards; recognizing secure Web sites

•  Identifying examples of computer crime and related penalties
Examples: computer crime—phishing, spoofing, virus and worm dissemination, cyberbullying

-  penalties—fines, incarceration

•  Citing sources of digital content
Technology Education
TC2 (2009)
Grade: 6-8
11 ) Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.

Examples: locating—Boolean searches, graphic organizers, spreadsheets, databases

-  collecting—probeware, graphing calculators

-  organizing—graphic organizers, spreadsheets

-  evaluating—reviewing publication dates, determining credibility

-  synthesizing—word processing software, concept-mapping software

English Language Arts
ELA2015 (2015)
Grade: 7
26 ) Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. [W.7.7]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students use several sources to conduct short research projects that:
  • answer a question
  • developing new questions based on investigation
Teacher Vocabulary:
  • short research project
  • answer a question
  • several sources
  • additional related, focused questions
Knowledge:
Students know:
  • research answers a question
  • steps in the research process (i.e. develop multi-faceted questions, locate sources, evaluate sources, organize findings, etc.)
  • thorough research uses several sources
  • techniques for generating additional questions based on inquiry
Skills:
Students are able to:
  • select a topic for short research
  • develop a single research question
  • locate several sources to answer research question
  • generate additional focus questions based on findings
  • use a graphic organizer to record thoughts
  • answer questions through research
Understanding:
Students understand that research is a process that involves answering a focused question, investigating several sources, and generating related questions.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.26.1: Identify possible sources which could be used for research.
ELA 7.26.2: Take notes and organize information into categories.
English Language Arts
ELA2015 (2015)
Grade: 7
27 ) 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. [W.7.8]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students learn relevant information from multiple credible and accurate print and digital sources by:
  • effectively using search terms
  • quoting or paraphrasing data and conclusions
  • avoiding plagiarism
  • following standard citation format
Teacher Vocabulary:
  • gather relevant information
  • multiple print and digital sources
  • using search terms effectively
  • assess the credibility and accuracy
  • quote or paraphrase data and conclusions
  • avoiding plagiarism
  • standard format for citation
Knowledge:
Students know:
  • difference between print and digital sources
  • techniques for assessing credibility and accuracy of sources
  • techniques for avoiding plagiarism (quoting sources or paraphrasing)
  • a process for note-taking during and after reading
  • components of a standard format for citation
  • vocabulary: plagiarism
Skills:
Students are able to:
  • locate relevant print and digital sources
  • gather relevant information from print and digital sources
  • use search terms effectively
  • assess credibility and accuracy of each source
  • take notes on sources
  • quote or paraphrase data and conclusions
  • avoid plagiarism
  • follow standard format for citation
Understanding:
Students understand that research involves systematically gathering information from multiple credible, accurate print and digital sources, avoiding plagiarism, and creating a standard bibliography.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.27.1: Define paraphrase, plagiarism, and bibliographic information.
ELA 7.27.2: Sort evidence and bibliographic information.
Examples: Using note cards, graphic organizers, rubrics, check sheets.
ELA 7.27.3: Identify relevant and non-relevant (essential and nonessential) information in a text.
ELA 7.27.4: Contrast valid, reliable sources, and non-reliable sources.
ELA 7.27.5: Identify direct and indirect quotations in a text.
English Language Arts
ELA2015 (2015)
Grade: 7
33 ) Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.7.4]

Insight Unpacked Content
Column Definitions

Strand: Speaking & Listening
CCR Anchor:
Presentation of Knowledge and Ideas
Evidence of Student Attainment:
Students use appropriate eye contact, adequate volume, and clear pronunciation to convey focused, coherent ideas including:
  • presenting claims and findings
  • emphasizing main points
  • using key details and examples
Teacher Vocabulary:
  • claims and findings
  • emphasizing salient points
  • focused, coherent manner
  • pertinent descriptions, facts, details, and examples
  • appropriate eye contact
  • adequate volume
  • clear pronunciation
Knowledge:
Students know:
  • techniques for presenting claims and findings
  • common words and gestures used by speakers to emphasize main points
  • techniques for organizing and clarifying the relationship between main points and details
  • importance of appropriate eye contact
  • importance of adequate volume
  • importance of clear pronunciation
Skills:
Students are able to:
  • use speaking to present claims and findings
  • use verbal and non-verbal techniques to emphasize key points
  • select details and examples to compliment main ideas
  • use appropriate eye contact
  • use adequate volume
  • use clear pronunciation
Understanding:
Students understand that the technique, ideas, and organization of a speaker impact the engagement and understanding of the audience.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.33.1: Define salient, pertinent, main ideas, themes, and accentuate.
ELA 7.33.2: Determine sequence of events and chronological order.
ELA 7.33.3: Recall or read a story and retell it orally to a teacher, student, or small group paying careful attention to sequence and staying on topic.
ELA 7.33.4: Follow the guidelines for speaking in front of others and engage in these behaviors on a regular basis with all oral communication.
English Language Arts
ELA2015 (2015)
Grade: 7
36 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.7.1]

a. Demonstrate knowledge of subject-verb agreement when interrupted by a prepositional phrase, with inverted word order, with indefinite pronouns as subjects, compound subjects joined by correlative and coordinating conjunctions, and collective nouns when verb form depends on the rest of the sentence. (Alabama)

b. Explain the function of phrases and clauses in general and their function in specific sentences. [L.7.1a]

c. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. [L.7.1b]

d. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* [L.7.1c]

Insight Unpacked Content
Column Definitions

Strand: Language
CCR Anchor:
Conventions of Standard English
Evidence of Student Attainment:
Students, when writing and/or speaking, apply standard grammar and usage including:
  • understanding parts of speech (phrases, clauses)
  • varying sentence structures to convey relationships between ideas
  • using phrases and clauses correctly
Teacher Vocabulary:
  • demonstrate command
  • conventions of standard English
  • grammar
  • usage
  • phrases
  • clauses
  • simple sentences
  • compound sentences
  • complex sentences
  • compound-complex sentences
  • misplaced modifiers
  • dangling modifiers
Knowledge:
Students know:
  • correct grammar and usage impacts how well a message is understood
  • vocabulary: phrase, clause, simple sentence, compound sentence, complex sentence, compound-complex sentence, modifiers
Skills:
Students are able to:
  • apply conventional grammar and usage in writing and speaking to convey a message that is easily understood by the intended audience
  • explain the function of phrases and clauses in specific sentences
  • vary sentence structures to convey relationships between ideas
  • use phrases and clauses correctly
Understanding:
Students understand that the effectiveness of a message is enhanced through appropriate usage and grammar in authentic, real-world situations.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.36.1: Demonstrate an understanding of conjunctions, prepositions, interjections, verb tenses, and shifts in verb tenses.
ELA 7.36.2: Demonstrate an understanding of pronouns, adjectives, fragments, and run- ons.
ELA 7.36.3: Ensure subject-verb and pronoun-antecedent agreement.
ELA 7.36.4: Locate subjects, verbs, adjectives, nouns, and other basic conventions.
ELA 7.36.5: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
ELA 7.36.6: Identify complete sentences and sentence fragments.
English Language Arts
ELA2015 (2015)
Grade: 7
38 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.7.3]

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* [L.7.3a]

Insight Unpacked Content
Column Definitions

Strand: Language
CCR Anchor:
Knowledge of Language
Evidence of Student Attainment:
Students, in writing and/or speaking:
  • express ideas precisely and concisely
Teacher Vocabulary:
  • conventions
  • expresses ideas precisely and concisely
  • wordiness and redundancy
Knowledge:
Students know:
  • precise and concise language eliminates wordiness and redundancy
  • vocabulary: conventions, precisely, concisely, redundancy
Skills:
Students are able to:
  • reduce wordiness and eliminate redundancy by choosing precise and concise language
Understanding:
Students understand that ideas are effectively communicated through concise and precise language.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.38.1: Use reference materials in order to prevent redundancy and to improve concise word choice.
Example: thesaurus, dictionary
ELA 7.38.2: Use rubric or checklist for precision and redundancy.

Local/National Standards:

 

Primary Learning Objective(s):

Students will effectively use the Internet to search, evaluate, and summarize information. Students will present his/her findings to the class.

Additional Learning Objective(s):

Students will work cooperatively in a group.

 Preparation Information 

Total Duration:

91 to 120 Minutes

Materials and Resources:

Copies of the group guidelines, copies of the rubric which evaluates presentation of information and group participation

Technology Resources Needed:

Computers with Internet access for 6 groups, disks with saved students' web search guide (see attached) to facilitate search and eliminate the typing of URLs

Background/Preparation:

The teacher may need to review the history of the Great Depression and be ready to help students research their topics using the Internet. The teacher should preview websites on the attached guide.

  Procedures/Activities: 
1.)Announce to the class that they will be assigned a book to read by Richard Peck entitled A Long Way From Chicago, but before they begin reading the book, they will need to understand the setting. Remind students that setting is more than place; it is also time. Announce that working in groups, they will research and read about the Great Depression.
(Literature learning ladders)
The site features Peck and his book A Long Way From Chicago .

2.)Divide the class into six groups, one to cover each of the topics on the web search guide (see attached). Hand out to each group a copy of the group guidelines and a copy of the rubric for the presentation.
(Literature Learning Ladders)
Lesson plan links, webquest links, Great Depression links

3.)Allow class time for students to work in their groups conducting research. Although at least one site has been suggested for student use, encourage students to search for at least one other site. A brief introduction to Boolean searching is suggested. Remind students to cite the sources of their information. (Since this is an oral report, the presenter should site the source by giving the website's name. For example, "This information came from Aircraft Spruce and Specialty and the page is called Starduster." The reporter should write down the full name and address of sites not on the web search guide.)
(A PRIMER IN BOOLEAN LOGIC)
A tutorial for using Boolean searching on the Internet.

4.)Suggest students organize their reports by following the five Ws of reporting: Who, What, When, Where, Why. All members of the group should approve of the report before presentation. If a group would like to present images (such as that of a biplane), guide them as they save the image to a disk. These images can then be shown to the class via digital projector.

5.)Schedule class time for presentations and discussion of the reports. At the close of the presentations and peer evaluations, assign Peck's novel.


Attachments:
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  Assessment  

Assessment Strategies

The attached rubric will be used for assessment.

Acceleration:

Students could write three friendly letters from the viewpoint of one of the main characters writing to parents to tell about their adventures during their stay with their grandmother.

Intervention:

 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.