The lesson

Works toward appropriate goals.

Indicators
* Content and technology standards are mentioned. * Standards are for the correct grade level and content area. * Objectives are aligned with standards. * Tasks focus clearly on obtaining the objectives. * Students are asked to do more than memorize or understand (e.g., summarize, synthesize, predict, etc.). * Media, visual, communicative, technological, mathematical, and/ or other nontraditional literacies are addressed.

Comments
ISTE and NYS Language Arts Standards are provided. However, no Social Studies Standards are stated. Only mentions upon the completion of the social studies Guatemala Unit. Students are required to write 7-10 interview questions concerning Guatemalas culture, government, population, geography and everyday life. Students are also required to use communication and media literacy skills to conduct an interview with a 3rd grade student from Guatemala. Learning goals of creating their own interview questions reflect on what they learned from the Guatemala Unit in Social Studies.

Requires the use of higher-order thinking skills and new literacies.

Integrates the learning goals.

Includes a variety of resources.

* Communication * Production * Critical thinking * Creativity * Content * Problem solving * Inquiry/research * Students have choices of materials at different Computers, cameras and microphones are listed for students to levels. be able to use Skype. However, no materials are mentioned for * Materials are available in a variety of modes (e.g., graphics, sound, text, video) and media (e.g., books, films, how or where students will write their interview questions. There are no other materials listed for scaffolding to take place. photos, computer).

Engages all students actively in authentic tasks.

* Students have roles/tasks to perform throughout the lesson. * Connections are made between the task and real life. * Students must actively search for answers to essential questions.

All students are using the same materials. Tasks are clear for students and they are required to actively participate in both stages of the lesson. They must take what they learned from the Guatemala Unit and apply it to their questions they are creating. They must then ask these questions to actual Guatemala students. These task are real life connections because these same questions could be asked to their own peers or other American students.

Uses technology effectively, efficiently, and as a learning tool.

* The technology * The technology * The technology than without it. * The technology

makes the task more authentic. makes the task easier to accomplish. helps students complete the task faster is secondary to the content and goals.

Technology is appropriate and authentic for these learning goals. The students have the opportunity to conduct a live interview rather than just write the questions and send them off (like a pen-pal). They get to hear the answers to their questions right away instead of waiting for the responses. Not only were students able to use Skype but they were able to Skype with someone from a different country. There is no mention of where students will find instructions. It states that the interviews will take place in the computer lab where 24 computers will be available. The lesson does not mention different ways to accomplish the same objectives. Assessment guidelines are not detailed. Only states class participation and graded interview questions. Does not break down the specifics of what she is looking for. No rubric is provided as guidelines.

Addresses the needs of a variety of students, including ELLs and students with physical and other challenges. Includes appropriate assessments.

* All students can access task instructions. * All students can access task materials and resources. * Students have different ways to accomplish the same objectives.

* Assessment is aligned to the standards and objectives. * Assessments are fair for all students and not based on one ability (e.g., writing). * Assessments allow students to show what they know/can do rather than what they cannot.