CRAAPY or Happy?

LP- Evaluating Internet Research Resources SIOP® Lesson Plan Template 2

STANDARDS:
• W.8.7 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.
• W.8.8 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.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
• W.8.9a Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
• W.8.9b Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
THEME: Unsolved Mysteries

LESSON TOPIC: Evaluating Internet Research Resources

OBJECTIVES:

Content: Students will evaluate internet sources using the CRAAP method.
(Content, Relevance, Authority, Accuracy, Purpose)

Language: Students will formulate essential questions to be answered by their research.


LEARNING STRATEGIES: modeling, direct instruction, partner group share out

KEY VOCABULARY: Introduce Content, relevance, authority accuracy, purpose using the word maps provided to students. (5 minutes)

MATERIALS: handouts, tool baskets, smartboard

MOTIVATION: Guiding question: How can you tell if an internet source is right for your research purpose? (Discusssion 2-5 minutes)
(Building background)

PRESENTATION: (Language and content objectives, comprehensible input, strategies, interaction, feedback) Students will view my Powerpoint presentation Crappy or Happy: Evaluating Internet Research Resources (10 minutes) while following along on the CRAAP form and learn to use the evaluation method to vet a research resource.

PRACTICE AND APPLICATION (Meaningful activities, interaction, strategies, practice and application, feedback) Students will log into the website www.thedogisland.com and with a partner, practice evaluating an internet resource using the CRAAP test. They will use critical thinking and questioning to evaluate the worth of the website. (15 minutes)


REVIEW AND ASSESSMENT: ongoing – evaluate learning through discussion questions and review of student answers. (Review objectives and vocabulary, assess learning)When review of the website is complete, we will share out our evaluations and observations. If they haven’t figured it out yet, students will be directed to the disclaimer stating that this is a totally false website created as a joke, and that its purpose is to show students that they shouldn’t believe everything they read on the internet. (10 minutes)

EXTENSION: For homework, locate three internet resources for their research topic and evaluate them using the CRAAP test. Students may download additional CRAAP forms from Schoology.

DIFFERENTIATION: use of video/smart board for multisensory approach, lesson speed, preferential seating, differentiated handouts, students are grouped according to reading ability with one partner the stronger reader; pull-out as needed, ENL strategies where appropriate
Inquiry: To address the needs of a dyslexic student who has trouble decoding, I partner her with a student who decodes extremely well but has difficulty with summarization. One is a visual learner while the other is an auditory learner. We are using PALS, Peer Assisted Learning Strategy (Fuchs and Fuchs, 2006) In order to address the needs of a student who has behavioral and attention deficits, I partner him with well behaved and serious students. Working with them motivates him to do his best and stay focused on his lesson objectives. Partners: Heterogeneous Grouping by NYS ELA scores and classroom evaluations
OBSERVATIONS: I now use two different powerpoints when teaching this lesson. One is more advanced, while the other is more simplified and broken down into several steps and explained in detail to provide additional scaffolding. Some classes may need additional time, but most can complete the lesson in 45 minutes.